Woodside-Jiron, H., Jorgenson, S., Strolin-Goltzman, J., & Jorgenson, J. (2019). “The glue that makes the glitter stick”: Preliminary outcomes associated with a trauma-informed, resiliency-based, interprofessional graduate course for child welfare, mental health, and education. Journal of Public Child Welfare,13(3),307-324. 10.1080/15548732.2019.1600630
Woodside-Jiron, H., Netcoh, S., & Suter, J. (2019). Emotional behavioral challenges and self-determination: A longitudinal multisite randomized control trial study of RENEW intervention in the U.S. Forum for International Research on Education.
Woodside-Jiron, H. (2017). Social emotional learning and today's challenges for children and families. Advances in Social, Emotional Learning Research, 10(2).
Woodside-Jiron, H. (2012). Promoting social and emotional learning competencies through innovative literacy instruction. Advances in Social, Emotional Learning Research, 6(2), 10.
Woodside-Jiron, H. (2011). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), An Introduction to Critical Discourse Analysis in Education, Volume 2 (pp. 154-182). NY: Routledge.
Woodside-Jiron, H., & Gehsmann, K. (2009). Peeling back the layers of policy and school reform: Revealing the structural and social complexities within. International Journal of Disability, Development and Education, 56(1), 49-72.
Gehsmann, K., & Woodside-Jiron, H. (2005). Becoming more effective in the age of accountability: A high poverty school narrows the literacy achievement gap. In C.M. Fairbanks, J. Worthy, B. Maloch, J.V. Hoffman, & D.L. Schalert, (Eds.), 54th Yearbook of the National Reading Conference (pp. 182-197). Chicago, IL: The National Reading Conference.
Gerstl-Pepin, C., & Woodside-Jiron, H. (2005). Tensions between the "science" of reading and a "love of learning": One high-poverty school's struggle with NCLB. Equity & Excellence in Education, 38(3), 232-241.
Woodside-Jiron, H. (2003). Critical policy analysis: Researching the roles of cultural models, power, and expertise in reading policy. Reading Research Quarterly, 38(4), 530-536.
Johnston, P., Woodside-Jiron, H., & Day, J.P. (2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233.
Lipson, M.Y., Mosenthal, J., Daniels, P., & Woodside-Jiron, H. (2000). Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. The Elementary School Journal, 101(2), 209-231.
Woodside-Jiron, H., Strolin-Goltzman, J. & Suter, J. (2013). How neuroscience can inform educational practices for youth involved in the child welfare system. In Matto, H.C., Strolin-Goltzman, J. & Ballan, M. (Eds.) Neuroscience for social work: Implications for practice, policy, and research. New York: Springer Publications.
Johnston, P., Woodside-Jiron, H., & Day, J.P. (2003/2001). Teaching and learning literate epistemologies. Journal of Educational Psychology, 93(1), 223-233. Reprinted in Writing social justice in the arts and humanities. Prentice/Roosevelt University.
Allington, R. L., & Woodside-Jiron, H. (2002). Decodable text in beginning reading: Are mandates and policy based on research? In R.L. Allington (Ed.), Big Brother and the National Reading Curriculum (pp. 195-216). Portsmouth, NH: Heinemann.
Allington, R.L., & Woodside-Jiron, H. (1998). 30 years of research in reading: When is a research summary not a research summary? In K. Goodman (Ed.), In defense of good teaching: What teachers need to know about the reading wars (pp. 143-157). York, ME: Stenhouse.