Nagro, S., Shepherd, K., West, J., & Nagy, S. (2018). Activating policy and advocacy skills: A strategy for tomorrow’s special education leaders. Journal of Special Education. doi:10.1177/022466918800705.

Haines, S., Clark/Keefe, K., Tinker, A., Kotsiopoulos, A., Gerstl-Pepin, C., Shepherd, K., Woodside-Jiron, H., & Milhomens, M. (2017). “Let’s Just Stop and Take a Breath”: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School.LEARNing Landscapes, 10(2), 189-205.

Haines, S. J., Francis, G. L., Shepherd, K. G., Ziegler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional individuals, 22, 85-100.

Haines, S.J., Kervick, C.T., Shepherd, K.G., & Levitt (2017), Enhancing quality: Listening to participants’ voices to improve our Master’s program in special education. Teaching and Teacher Education, 66 (24-32).

Cornoldi, C., Capodieci, A., Colomer Diago, C., Miranda, A., & Shepherd, K.G. (2016). Attitudes of primary school teachers in three western countries toward learning disabilities. Journal of Learning Disabilities, 1-12. doi: 10.1177/0022219416678408.

Shepherd, K. G., & West, J. E.  (2016). Changing times: Introduction to the special issue. Teacher Education and Special Education, 39 (2), 81-82. DOI: 10.1177/0888406416638515

West, J. E., & Shepherd, K. G. (2016).  Closing reflections: Public policy, advocacy and special educators. Teacher Education and Special Education, 39(2), 150-153. doi: 10.1177/0888406416638719

Shepherd, K. G., Fowler, S., McCormick, J., Wilson, C. L., Morgan, D. (2016). The search for role clarity: Challenges and implications for special education teacher preparation. Teacher Education and Special Education, 39(2), 83-97.  doi: 10.1177/0888406416637904

Shepherd, K. G., & Kervick, C. T. (2016). Enhancing collaborative leadership among parents of children with disabilities: New directions for policy and practice. Journal of Disability Policy Studies, 27(2), 32-42. doi:  10.1177/1044207315576081

Swindlehurst, K., Shepherd, K. G., Salembier, G. and Hurley, S.  (2015). Implementing Response to Instruction: Results of a survey of school principals.  Rural Special Education Quarterly, 34 (2), 9-16.

Shepherd, K. G., & Kervick, C. T. (2016). Enhancing collaborative leadership among parents of children with disabilities: New directions for policy and practice. Journal of Disability Policy Studies, 27(2), 32-42. doi:  10.1177/1044207315576081

Swindlehurst, K.A., Shepherd, K., & Salembier, G. (2014). Promises and challenges of schoolwide implementation of response to instruction (RtI): Principals’ perspectives. Journal of Ethical Educational Leadership, 1(11), 1-16. Retrieved from: http://www.cojeel.org 

Donovan, E., & Shepherd, K. G. (2013). Implementing multi-tiered systems of support in mathematics: Findings from two schools. Journal of Special Education Apprenticeship, 2 (1), 1-15. www.josea.info/archives/vol2no1-3-FT. 

Donovan, E., & Shepherd, K. (2013). The implementation of multi-tiered systems of support for mathematics: Views from Vermont’s math professionals. Journal of Education Policy, Planning, and Administration, 3 (1), 90-106. www.jeppa.org/wp-content.

Cook, B. G., Shepherd, K. G., Cook, S. C., & Cook, L. (2012). Facilitating the effective implementation of evidence-based practices through teacher–parent collaboration. Teaching Exceptional Children, 44 (3), 22-30.

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.

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. (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), 30-38.

Furney, K. S., & Salembier, G. (2006). Scan and Run: Reading to learn. New England Reading Association Journal, 42 (1), 40-44.

Furney, K. S., Aiken, J., Hasazi, S. & Clark/Keefe, K.  (2005). Meeting the needs of all students:  Contributions of effective school leaders.  Journal of School Leadership, 15, 546-570. Citations: 6 (Google Scholar). 

Furney, K. S., Hasazi, S., & Clark/Keefe, K.  (2005). Multiple dimensions of reform:  The impact of state policies on special education and supports for all students.  Journal of Disability Policy Studies, 16 (3), 169-176.

Book

Shepherd, K. G., Kervick, C. T., & Morris, D. (2017). The art of collaboration: Lessons from families of children with disabilities. Boston, MA: Sense Publishers.

Book Chapters

Boscardin, M. L., & Shepherd, K.G. (in press). Engaging evaluation to transform, build, and sustain special education program and services. In Handbook of Leadership and Administration for Special Education, 2nd ed. J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.).

Shepherd, K. G., Kervick, C. T., & Salembier, G. (2015). Person-Centered Planning: Tools for Promoting Employment, Self-Direction and Independence among Persons with Intellectual Disabilities. In Way leads on to way: Employment of people with intellectual and developmental disabilities. American Association on Intellectual and Developmental Disabilities.

Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Parent participation in assessment and in development of Individualized Education Programs. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 260-271). Boston, MA: Pearson.

Hasazi, S., & Shepherd, K. (2009). Leading beyond labels: The role of the principal in leading through a social justice framework for students with disabilities. In R. G. Johnson (Ed.), A Twenty-first century approach to teaching social justice: Educating for both advocacy and action (pp. 91-106). New York, NY: Peter Lang.

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.), Leadership on the frontlines: changes in preparation and leadership (pp. 145-158). Lancaster, PA: ProActive Publications.

Shepherd, K., & Hasazi, S. B. (2007). Leading for social justice and inclusion: The role of school leaders. In L. Florian (Ed.), Sage Handbook of Special Education (pp. 475-485), Chapel Hill, NC: Sage Publications.

Shepherd, K., & Salembier, G. (2007). Transition from school to adult life. In M.F. Giangreco & M.B. Doyle (Eds.), Quick guides to inclusion 3: Ideas for educating students with disabilities (2nd ed.). Baltimore: Paul H. Brookes.

Godek, J., Furney, K. S., & Riggs, M. (2005). Changing views from the porch. In J. Thousand & R. Villa (Eds.), Creating an inclusive school (2nd ed., pp. 81 -89). Alexandria, VA: Association for Supervision and Curriculum Development.