See attached CV for full listing of publications.
Haines, S.J.; Strolin-Goltzman, J.; Ura, S.K.; Conforti, A.; & Manga, A. (2022). It flows both ways: Relationships between families and educators during the COVID-19 pandemic. Education Sciences. (Article in press)
Reyes, C.C., Haines, S.J., & Ghemari, A. (2021). Examining community cultural wealth of multicultural liaisons during Covid-19. Voices in Urban Education. (Article in press)
Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2022). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Research Quarterly, 41(1), 25-38. https://doi.org/10.1177/87568705211052497
Haines, S. J., Reyes, C., Ghising, H. T., Alamatouri, A., Haji, M., & Hurwitz, R. (2022). Family-professional partnerships between resettled refugee families and their children’s teachers: Exploring multiple perspectives. Preventing School Failure, 66(1), 52-63. https://doi.org/10.1080/1045988X.2021.1934375
Haines, S. J., Strolin-Goltzman, J., & Dinis, R. (2021). Odyssey in the Azores: A U.S. travel-study course preparing teachers for the magic of the profession. Teaching and Teacher Education, 106, 103430-103440. https://doi.org/10.1016/j.tate.2021.103430
Kervick, C. T., Haines, S. J., Shepherd, K. G., Reyes, C., Green, A. E., & Moore, M. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research Journal. https://doi.org/10.1080/09650792.2021.1877165
Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2021). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Research Quarterly. Article in press.
Haines, S. J., Reyes, C., Ghising, H. T., Alamatouri, A., Haji, M., & Hurwitz, R. (2021). Family-professional partnerships between resettled refugee families and their children’s teachers: Exploring multiple perspectives. Preventing School Failure. https://doi.org/10.1080/1045988X.2021.1934375.
Haines, S. J., Strolin-Goltzman, J., & Dinis, R. (2021). Odyssey in the Azores: A U.S. travel-study course preparing teachers for the magic of the profession. Teaching and Teacher Education, 106, 103430-103440. https://doi.org/10.1016/j.tate.2021.103430
Kervick, C. T., Haines, S. J., Shepherd, K. G., Reyes, C., Green, A. E., & Moore, M. (2021). Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research Journal.
Francis, G. L., Kilpatrick, A., Haines, S. J., Gershwin, T., Hossain, I., & Kyzar, K. (2021). Family-professional partnerships in special education teacher preparation: Uncovering the what, why, and how. Teaching and Teacher Education, 105, 103419-103429. https://doi.org/10.1016/j.tate.2021.103419
Reyes, C. C., Haines, S. J., Ghising, H. T., Alamatouri, A., Hurwitz, R., & Haji, M. (2021). Proposing a model for conducting ethical and humanizing education research with families with refugee experiences. Journal of Family Diversity in Education, 4(1), 1-19. https://familydiversityeducation.com/index.php/fdec/article/view/157
Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family-professional partnerships: Results from a national survey of teacher educators. Teacher Education and Special Education, 42(4), 320-337. https://www.doi.org/10.1177/0888406419839123
Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. Y. (2019). Foundations for self-determination in early childhood: Preliminary preschool study. Advances in Neurodevelopmental Disorders, 3(2), 188-196.
Clark/Keefe, K., & Haines, S. (2019). Attuning to crisscross applesauce as affective flow and material agency in a public K-5 classroom: Studying school-based mindfulness under sociomaterial circumstances. Qualitative Inquiry,25(2),140-153. 10.1177/1077800418784331
Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family–professional partnerships: Results from a national survey of teacher educators. Teacher Education and Special Education - The Journal of the Teacher Education Division of the Council for Exceptional Children,42(4),320-337. 10.1177/0888406419839123
Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. (2019). Foundations for self-determination in early childhood: Preliminary preschool study. Advances in Neurodevelopmental Disorders,3(2),188-196. 10.1007/S41252-019-00106-0
Kervick, C. T., Shepherd, K. G., & Haines, S. J. (2019). Fostering inclusive and culturally responsive family-professional partnerships. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds). The SAGE Handbook of Inclusion and Diversity in Education (pp. 262-275). SAGE Publications.
Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family-professional partnerships: Results from a national survey or teacher educators. Teacher Education and Special Education, 42(4), 320-337.
Haines, S. J., Francis, G. L., Kyzar, K., Aldersey, H., & Adams, N. B. (2018). Family-Professional Partnerships with Refugee Families of Children with Disabilities. International Review of Research on Developmental Disabilities, 54, 35-70.
Aldersey, H. M., & Haines, S. J. (2018). Teaching and supporting students with intellectual disabilities in Democratic Republic of Congo. Journal of International Special Needs Education, 21(1), 21-31.
Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M.*, & Mabika, G.* (2018). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional Individuals, 41(2), 122-126. doi: 2165143417698123
Haines, S. J., Francis, G. L., Mueller, T., Chiu, C. Y., Burke, M., Holdren, N., Shepherd, K. G., Aldersey, H. A., & Turnbull, A. P. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion, 5(4), 234-247. doi: 10.1352/2326-6988-5.4.234
Haines, S. J., Summers, J. A., Palmer, S. B., Chu, S. Y., & Stroup-Rentier, V. L. (2017). Immigrant families’ perceptions of fostering their preschoolers’ foundational skills for self-determination. Inclusion, 5(4), 293-305. doi: 10.1352/2326-6988-5.4.293
Francis, G., Haines, S. J., & Nagro, S. (2017). Developing relationships with immigrant families: Learning by asking the right questions. Teaching Exceptional Children. Online First: doi: 10.1177/0040059917720778
Haines, S. J., Clark/Keefe, K., Tinkler, A., Kotsiopoulos, A., Shepherd, K. G., Woodside-Jiron, H., Milhommens, M., & Gerstl-Pepin, C. (2017). “Let’s just stop and take a breath:” Mindfulness practice in a high poverty elementary school. LEARNing Landscapes, 10(2). 189-205.
Haines, S. J., Kervick, C., Shepherd, K. G., & Levitt, M. (2017). Continual forward progress: Our program's emerging framework for keeping up with the field. Teaching and Teacher Education, 66, 24-32.
Aldersey, H. M., & Haines, S. J. (2017). Teaching students with intellectual disabilities in Kinshasa, Democratic Republic of Congo. Journal of International Special Needs Education, 20(2), 90-100.
Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with students from refugee families. Career Development and Transition for Exceptional Individuals. doi: 2165143417698123
Aldersey, H. M., Francis, G.L., Haines, S. J., & Chui, C. Y. (2017). Family quality of life in the Democratic Republic of the Congo. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 78-86. doi:10.1111/jppi.12189
Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S. J., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf
Kyzar, K. B., Brady, S. E., Summers, J. A., Haines, S. J., & Turnbull, A. P. (2016). Services and supports, partnership, and FQOL for families of children with deaf-blindness. Exceptional Children, 83(1), 77-91. doi: 10.1177/0014402916655432
Francis, G. L., Blue-Banning, M., Haines, S. J., Turnbull, A. P., Hill, C., & Gross, J. M. (2016). Building “Our School:” Parental perspectives for building trusting family-professional partnerships. Journal of School Failure, 60(4), 329-336. doi: 10.1080/1045988X.2016.1164115
Francis, G. L., Blue-Banning, M., Turnbull, A. P., Hill, C., Haines, S. J., & Gross, J. M. (2016). School culture in inclusive schools: Parental perspectives on trusting family partnerships. Education and Training for Autism and Developmental Disabilities, 51(3), 281–293.