University of Vermont

Current Running List of Faculty Publications:

Citations (583)
  • Tinkler, B., hannah, c.l., Tinkler, A., & Miller, E. (2014). Analyzing a Service-Learning Experience Using a Social Justice Lens. Teaching Education, 25(1), 82-98.
  • Tinkler, A., & Tinkler, B. (2013). Teaching Across the Community: Using Service-Learning Field Experiences to Develop Culturally and Linguistically Responsive Teachers. In V.M. Jagla, J.A. Erickson, & A.S. Tinkler (Eds.), Transforming Teacher Education through Service-Learning (pp. 99-117). Charlotte, NC: Information Age Publishing.
  • Gale, J., & Bishop, P. (2014). The Work of Effective Middle Grades Principals: Responsiveness and Relationship. Research in Middle Level Education.
  • Smith, L. C. & Shin, R. (accepted). Negotiating the intersection of racial oppression and heteronormativity. The Journal of Homosexuality
  • Marini, V., Leibowitz, G.S., Burton, D.L., & Stickle, T.R (2013). Victimization, substance use, and sexual aggression in male adolescent sexual offenders. Criminal Justice & Behavior (20) 10, 1-15. DOI: 10.1177/0093854813507567  [abstract]
  • Leibowitz. G.S. (2012). Correlates of modus operandi (coercion and force) among male sexually victimized adolescent sexual abusers: An exploratory study. Journal of Forensic Social Work, 2, 94-107.
  • Haines, S.J., & Turnbull, R. (2012). Busting barriers to fully integrating systems of education: Analyzing IDEA and applying models of disability. In J. Kleinhammer-Tramill, L. Burrello, and W. Sailor (Eds.). Unifying educational systems: Policy and leadership (pp. 67-89). New York: Routledge.
  • Haines, S.J., McCart, A., & Turnbull, A.P. (2013). Family engagement within early childhood Response to Intervention. In V. Buysse and E. Peisner-Feinberg (Eds.) Handbook on Response to Intervention (RTI) in early childhood (pp. 313-324). New York: Brookes.
  • Kennedy, M.J., Newton, J.R., Haines, S.J., Walther-Thomas, C.S., & Kellems, R.O. (2012). A triarchic model for teaching ‘Introduction to Special Education’: Case studies, content acquisition podcasts, and effective feedback. Journal of Technology and Teacher Education, 20(3), 251-276.
  • Chiu, C.Y., & Haines, S.J. (2013). Parent Autonomy Support for Children with Low Achievement and Disabilities. Lynchburg College Journal of Special Education. Published online: http://www.lynchburg.edu/mastereducation- special-education/volume-9-2013
  • Francis, G.L., McMullen, V.B., Blue-Banning, M., & Haines, S.J. (2013). Increasing the social skills of a student with autism through a literacy-based behavioral intervention. Intervention in School and Clinic, 49(2), 77-83. doi: 10.1177/1053451213493168.
  • 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.
  • 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.
  • 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.
  • 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., Strolin-Goltzman, J. & Suter, J. (2013). In Matto, H.C., Strolin-Goltzman, J. & Ballan, M. (Eds.) Neuroscience for Social Work: Implications for practice, policy, and research. New York: Springer Publications
  • Woodside-Jiron, H. (2012). Promoting social and emotional learning competencies through innovative literacy instruction. Advances in Social, Emotional Learning Research, 6(2), 10.
  • MacKinnon, C. T. (2013). Growing organically: Building on strengths for Vermont doctoral education. In Valerie Storey (Ed.), Redesigning Professional Education Doctorates: Applications of Critical Friendship Theory to the EdD, Palgrave Macmillan.  [abstract]
  • Groups in Schools. Preparing, Leading, Responding
  • The Impact of Early Life Stress on the Neurodevelopment of the Stress Response System
  • Decolonizing Alterity Models within School Counseling Practice
  • Datchuk, S. M., & Kubina, R. M., & Mason, L. H. (in press). Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary Aged Students with Behavioral Concerns and EBD. Exceptionality.
  • Mason, L. H., Kubina, R. M., Kostewicz, D., Cramer, A. M., & Datchuk, S. M. (2013). Improving quick writing performance of middle school struggling leaners. Contemporary Educational Psychology, 38, 236-246.
  • Datchuk, S. M., & Kubina, R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34, 180-192.
  • Datchuk, S. M., & Kubina, R. M. (2011). Calculating Celeration Value as a Metric for Direction and Degree of Slope in Single-Case Research. Journal of Precision Teaching and Celeration, 23, 3-17.
  • Kubina R. M., Kostewicz, D. E., & Datchuk, S. M. (2010). Graph and table use in special education: A review and analysis of the communication of data. Evaluation and Research in Education, 23(2), 105-119.
  • Kubina R. M., Kostewicz, D. E., & Datchuk, S. M. (2008). An initial survey of fractional graph and table area in behavioral journals. The Behavior Analyst, 31, 61-66.
  • Chomitz, V.R., Garnett, B.R., Arsenault, L.N., Hudson, D., (2013) Shape Up Somerville: Building and Sustaining a Healthy Community, Reflections over 15 years (1998-2013). City of Somerville. Available at: http://www.somervillema.gov/sites/default/files/SUS%20Story%20FINAL2c.pdf
  • Branch, J. & Shelton, L. G. [2012]. Coping with separation and divorce: A parenting seminar. Parent handbook. [3rd edition, revised and edited by Bedig, M.]. Burlington, VT: University of Vermont Extension.
  • Shelton, L. G. [2012, Summer]. An introductory family science course built on Bronfenbrenner’s ecological framework. NCFR Report, Family Focus on Teaching Family Science. Vol. 57.2, pp. 20 – 22.
  • Berland, M., Smith, C., & Davis, D. (2013). Visualizing live collaboration in the classroom with AMOEBA. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. 2, pp. 2-5). Madison, WI: International Society of the Learning Sciences.  [abstract]
  • Smith, C. (2013). Technology enhanced mathematics learning environments. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings (Vol. 2, pp. 505-506). Madison, WI: International Society of the Learning Sciences.  [abstract]
  • Martin, T., Berland, M., Benton, T., & Smith, C. (2013). Learning programming with IPRO: The effects of a mobile, social programming environment. Journal of Interactive Learning Research, 24(3), 301-328.  [abstract]
  • Kindsvatter, A., & Lara, T. (2012) The facilitation and maintenance of the therapeutic alliance in family therapy. Journal of Contemporary Psychotherapy, 42 (4), 235-242.
  • Kindsvatter, A., Desmond, K. J. Yanikoski, A., Stahl, S. (2013). The use of therapeutic Letters in addressing parent-child attachment problems. The Family Journal, 21 (1), 74-79.
  • Kindsvatter, A. & Desmond, K.J. (2013). Addressing parent - child conflict: Attachment- based interventions with parents. Journal of Counseling and Development
  • Kindsvatter, A., & Desmond, K.J. (2013). A problem- based approach to facilitation of skill aquisition and cognitive complexity with pre- practicum students. The Clinical Supervisor.
  • Kindsvatter, A., & Geroski, A. (in press). The impact of early life stress on the neurodevelopment of the stress response system. Journal of Counseling and Development
  • O’Reilly, F. & Kolbe, T. (2011). Where does the money go? Expenditures for the Massachusetts Expanded Learning Time Initiative. Boston, MA: Massachusetts Department of Elementary and Secondary Education.
  • Kolbe, T. & Partridge, M. (2010). Time and Learning in Schools: A National Profile. Boston, MA: National Center on Time and Learning.
  • Kolbe, T. & O’Reilly, F. (2012). More time in school: A cost analysis of school-based efforts to lengthen the school day. Boston, MA: Massachusetts Department of Elementary and Secondary Education.
  • Rice, J., Roellke, C., Sparks, D., & Kolbe, T. (2009). “Piecing together the teacher policy landscape: Multi-level case study findings from three states.” Teachers College Record, 11(2), 511-546.
  • Kolbe, T. & Rice, J. (2012). “And They’re Off: Tracking Federal Race to the Top Investments from the Starting Gate.” Educational Policy, 26(1), 185-209.
  • Kolbe, T. & Strunk, K. (2012) “Economic Incentives as a Strategy for Responding to Teacher Staffing Problems: An Organizational Typology.” Educational Administration Quarterly, 48(5), 779-813.
  • Halladay, J.L. (2013). "Books I can actually read:" Kindergartners' reading choices and reading behaviors. In P.J. Dunston, S.K. Fullerton, C.C. Bates, P.M. Stecker, M.W. Cole, A.H. Hall, D. Herro, & K.N. Headley (Eds.). 62nd Yearbook of the Literacy Research Association (pp. 93-104). Altamonte Springs, FL: Literacy Research Association.
  • Halladay, J.L., & Moses, L. (2013). Using the Common Core standards to meet the needs of diverse learners: Challenges and opportunities. The New England Reading Association Journal, 49(1), 33-44.
  • Manning, K. (2013). Organizational Theory in Higher Education. New York, NY: Routledge.  [abstract]
  • Colley, B., Bilics, A., & Lerch, C. (2012). Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching, 3(1), 1-19.
  • Neumann, M. D. (in press, 2014). Mathematics teaching: Listening, probing, interpreting, and responding to children's thinking. Investigations in Mathematics Learning, 6(3)
  • Reyes, C. & Clark, B. (in press, 2013). Exploring writing through the digital story with English Language Learner: A collaborative approach. In Nagle, J. (2013). Working Title: Creating Collaborative Learning Communities to Improve English Learner Instruction: College Faculty, School Teachers, and Pre-service Teachers Learning Together in the 21st Century.
  • Neumann, M. D. (2012). Uncovering the mathematics and cultural significance of Northern Plains Native American Star Quilts. Real World Math. Reston, VA: NCTM (Reprint of the 2003 article) http://www.nctm.org/publications/worlds/articles.aspx?id=31977
  • L.A. Dupigny-Giroux, R. Toolin, S. Hogan, M. Fortney (2012). The Satellites, Weather and Climate (SWAC) teacher professional development program: Making the case for climate and geospatial literacy. The Journal of Geoscience Education. 60 (2): 133-146.
  • Toolin, R. and Watson, A. (2012). Students for sustainable energy: Inspiring students to tackle energy projects in their school and community. In Metz (Ed.), Fuel for Thought: Building energy awareness in grades 9-12. NSTA Press.
  • Toolin, R. (2006). Pride in our place: Project-based learning at the Public Urban Academy for Math, Science and Technology. Conference Proceedings of the National Association for Research in Science Teaching Conference.
  • Toolin, R. (2008). Infusing technology into project-based inquiry: A study of the Urban Academy for Math, Science and Technology. In Fraser-Abder, P. and Wallace R.J., eds. Pedagogical Issues in Science, Mathematics and Technology Education. Volume 3. The New York Consortium for Professional Development, Schenectady, New York.
  • Miller, F., Toolin, R., and Biral, R. (2010). Women of color and the formation of a science identity. In Johnson, R. and G, Harris (Eds.), Women of Color in Leadership: Taking their rightful place. San Diego, CA: Birkdale.
  • Toolin, R. & Watson, A. (2010). Conducting sustainable energy projects in secondary science classrooms. Science Activities 47 (2), 47-53.
  • Walls, L. (In Press). Science Education and Females of Color: The Play Within a Play. In M.M. Atwater, M. Russell, & M.L. Butler (Eds.), Multicultural Science Education: Preparing Teachers for Equity and Social Justice. Netherlands: Springer Publishing.  [abstract]
  • Gallant, P. (2010). In Lesotho, kindness personified. Reading Today, 28(2), 26.
  • Gallant, P. (2008). Memorable Mem: Author and peace activist. Reading Today, 25(1), International Reading Association, 22.
  • Schwartz, R. & Gallant, P. (2011) The role of self-monitoring in initial word recognition. Wyatt-Smith, Elkins & Gunn (Eds.) Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. NY: Spring Publishing Co.
  • Gallant, P. (2009) Kindergarten teachers speak out: “Too much, too soon, too fast!” Reading Horizons,49(1), 201-220.
  • Schwartz, R. & Gallant, P. (Spring, 2009). Literacy learning and instruction: In search of complexity. Journal of Reading Recovery. 61-65.
  • Gallant, P. & Schwartz, R. (2010). Examining the nature of developing expertise in reading instruction. Literacy Research and Instruction, 49, 1-19.
  • Garnett B.R., Masyn K.E., Bryn S.B., Miller M, Williams D.R., Viswanath, K., (2013). The Intersectionality of Discrimination Attributes and Bullying among Youth: An Applied Latent Class Analysis. Journal of Youth and Adolescence (Epub, ahead of print)  [abstract]
  • Raveche, B. (2008) International Public Health Diplomacy and the Global Surveillance of Avian Influenza, In SIPRI 2008 Yearbook, (456, 469). New York: Oxford University Press
  • Carman, C., Raveche Garnett, B., Wendel, J., Hyde, J., & Rall Chomitz, V. (2013). Community Asset Identification in Support of a Place-Based, Early Childhood Obesity Prevention and School Readiness Initiative. Frontiers in Public Health Services and Systems Research, 2(3), 5.  [abstract]
  • Garnett, B.R., Buelow, R., Franko, D.L., Becker, C., Rodgers, R.F., Austin, S.B. (2013). The Importance of Campaign Saliency as a Predictor of Attitude and Behavior Change: A Pilot Evaluation of Social Marketing Campaign Fat Talk Free Week. Health Communication, Epub ahead of print  [abstract]
  • Garnett, B. R., Rosenberg, K. D., & Morris, D. S. (2013). Consumption of soda and other sugar-sweetened beverages by 2-year-olds: findings from a population-based survey. Public Health Nutrition, 16(10), 1760-1767.  [abstract]
  • Smith, S., Aiken, J., Heading-Grant, W., & Sanchez, T. (2013). When the Unexpected Happens: Navigating Difficult Moments in Higher Education. In S. Harris and S. Edmundson (Eds.), Critical Social Justice Issues for Education Today, Michigan: NCPEA Press
  • Aiken, J. A. & Gerstl-Pepin, C. (in press, 2013). Envisioning the PhD and EdD As A Partnership for Change. Planning and Changing: An Educational Leadershp and Policy Journal.
  • Gerstl-Pepin, C. & Aiken, J. A. (2012). Social Justice Leadership for a Global World. Charlotte, NC: Information Age Publishing.
  • Prelock, P. A., Potvin, M.-C., Green, E., Duckworth, A. & Tedder, C. (submitted). Improving the joint attention of children with autism spectrum disorders through peer-mediated play. Journal of Autism and Developmental Disorders.
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (accepted). Health-related quality of life in children with high functioning autism. Autism.
  • Smith, L. C. (2013). How the ASCA National Model both promotes and inhibits safe schools for queer youth: An inquiry using critical theory. The Journal for LGBT Issues In Counseling.  [abstract]
  • Giangreco, M. F. & Hoza, B. (August, 2013). Are paraprofessional supports helpful? Attention: National magazine of CHADD, Children and Adults with Attention Deficit/Hyperactivity Disorder, 22-25.
  • Doyle, M. B. & Giangreco, M. F. (2013). Guiding principles for including high school students with intellectual disabilities in general education classes. American Secondary Education, 42(1), 57-72.
  • Burford, G., & Pennell, J. (In Press). Taking a fresh look: Fathers and family violence. In A. Hayden, L. Gelsthorpe, V. Kingi, & A. Morris (Eds.), A Restorative Approach to Family Violence: Changing Tack. Surrey, UK: Ashgate.
  • Li, Q. & Gerstl-Pepin, C. (Eds.). (2014). Survival of the fittest: The shifting contours of higher education in China and the United States. Heidelberg: Springer-Verlag GmbH Press.
  • Champe, J., Okech, J. E. A., & Rubel, D. (2013). Emotion regulation: processes, strategies, and applications for group work training and supervision, Journal for Specialists in Group Work, 38 (4), 349-368.  [abstract]
  • Colley, B., Billics, A., Lerch, C. (2012), Reflection: A key component to thinking critically. The Canadian Journal for the Scholarship of Teaching.  [abstract]
  • Colley, B. (2013) “Cooking transformations: Bringing Dewey back to the kitchen-room.” In Food Pedagogies, Mike Goodman, Ed., London: Ashgate. urned)  [abstract]
  • Colley, K. & Colley, B. (2013). Resilience and success: The professional journeys of African American women scientists. Peter Lang Publishers, NY.) (In Production for summer 2013).  [abstract]
  • Giangreco, M. F. (2012). [Book review of Reassessing the impact of teaching assistants: How research challenges practice and policy.] London Review of Education, 10(3), 333-334. doi: 10.1080/14748460.2012.729893
  • Nelson, E., & Bishop, P. (2013). Students as action research partners: A New Zealand example. Middle School Journal, pp.19-29.
  • Downes, J., & Bishop, P. (2013). Responsive technologies for young adolescents. In F. Miller (Ed.). Transforming learning environments: Strategies to shape the global generation. Emerald Publishing, 153-169.
  • Andrews, C., & Bishop, P. (2012). Middle years transitions across the globe. Middle School Journal, 44(1), 8-14.
  • Holloway, A., & Burford, G. (2013). "Hate left me that day": Victim offender dialogue in Vermont. In K. S. van Wormer & L. Walker (Eds.), Restorative Justice Today: Practical Applications (pp. 145-149). Sage.
  • Burford, G. (2013). Family group conferences in youth justice and child welfare in Vermont. In K. S. van Wormer & L. Walker (Eds.), Restorative Justice Today: Practical applications (pp. 81-92). Sage.
  • Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. doi: 10.1017/jse.2013.1
  • Hurley, J. J., Warren, R. A., Habalow, R. D., Weber, L. E. & Tousignant, R. R. (in press). Early childhood special education in a refugee resettlement community: Challenges and innovative practices. Early Child Development and Care,  [abstract]
  • Potvin, M.-C., Prelock, P. A., Snider, L., & Savard, L. (in press). Promoting recreational engagement. In F. Volkmar (Ed), Encyclopedia of Autism Spectrum Disorders. New York: Springer.
  • Wilson, S.M., Duffy, H., Fiori, N., Halladay, J.L., & Mapuranga, R. (2006). Assembling a good team: Teacher learning from professional development. A final report to the Noyce Foundation. East Lansing, MI: Michigan State University.
  • Halladay, J.L., & Duke, N.K. (2013). Informational text and the Common Core State Standards. In S.B. Neuman, L.B. Gambrell (Eds.), & C. Massey (Assoc. Ed.), Reading instruction in the age of Common Core Standards (pp. 44-58). Newark, DE: International Reading Association.  [abstract]
  • Chang, Y. & Gable, S. (2013). Predicting stability and changes in weight status from fifth grade to eighth grade: The significant role of social-emotional wellbeing. Journal of Adolescent Health, 52, 448-455.
  • Mills-Dick, K. (2007). Working with homeless older adults: An impetus for hope and change. In L. M. Grobman and D. B. Bourassa (Eds.), Days in the Lives of Gerontological Social Workers (pp. 189-195). Harrisburg, PA: White Hat Communications.
  • Mills-Dick, K., Geron, S. M., & Erwin, H. (2007). Evaluation through collaboration: A model program of agency-based training in geriatric social work. Journal of Gerontological Social Work, 50(1/2), 39-57.
  • Gonyea, J. G., Mills-Dick, K., Bachman, S. S. (2010). The complexities of elder homelessness: A shifting political landscape and emerging community responses. Journal of Gerontological Social Work, 53(7), 575-590.
  • Mills-Dick, K. & Hull, J. M. (2011) Collaborative research: Empowering students and connecting to community. Journal of Public Health Management & Practice, 17(4), 381-387.
  • Petrick, C. Berland, M., & Martin, T. (2011). Allocentrism and computational thinking. In G. Stahl, H. Spada, & N. Miyake (Eds.), Proceedings of the Ninth International Computer Supported Collaborative Learning Conference, Hong Kong, China.  [abstract]
  • Petrick, C. & Martin, T. (2012). Learning mathematics: You're it vs. it's it. In P. Freebody, T. de Jong, E. Kyza, & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences: Future of Learning (ICLS 2012)(Vol. 2: Symposia, pp. 101-102). Sydney: University of Sydney/ISLS.
  • Martin, T., Svhila, V., Smith, C. (2012). The role of physical action in fraction learning. Journal of Education and Human Development, 5(1), 1-17.  [abstract]
  • Berland, M., Martin, T., Benton, T., Smith, C., & Davis, D. (2013). Using learning analytics to understand the learning pathways of novice programmers. Journal of the Learning Sciences, 22(4).  [abstract]
  • Moses, L. (2012) Microethnographic discourse analysis in an inquiry classroom. Classroom Discourse, 3(2), pp. 147-165.
  • Guccione [Moses], L.M. (2011). A tale of two schools: Making room for relation within scripted programs. Schools: Studies in Education, 8(2), pp. 252-264.
  • Guccione [Moses], L.M. (2011). Integrating literacy and inquiry for English learners. The Reading Teacher, 64(8), pp. 567-577.
  • Guccione [Moses], L.M. (2011). In a world of mandates, making space for inquiry. The Reading Teacher, 64(7), pp. 515-519.
  • Opitz, M. with L.M. Guccione [Moses]. Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels. Portsmouth, NH: Heinemann, July 2009.
  • Smith, L. C. & Shin, R. Q. (In Press). Queer blindfolding: Difference �blindness� towards persons who identify as lesbian, gay, bisexual and transgender. Journal of Homosexuality.  [abstract]
  • Gelles, L. M. (2012) From Pong to PS3: How video games enhance our capacity to learn and build community. In F. Miller (Ed.), Transforming Learning Environments: Strategies to Shape the Next Generation. United Kingdom: Emerald Group Publishing Limited.  [abstract]
  • Brew, L. & Kaplan, J. (2012) A program-based approach to developing and implementing blended instruction: The University of Vermont school library media studies sequence. In Panagiotes S. Anastasioties (Ed)., Blended Learning Environments for Adults: Evaluations and Frameworks (175-195). Hersey, Pa: IGI Global.
  • Kaplan, J. & Ballard, S. (2012) Voyage on the SS Library Leadership: collaboration in teaching and learning at the University of Vermont. Knowledge Quest, 40:2, 14-18.
  • Hurley J. J., Saini, S., Warren, R. A., Carberry, A. J. (2013). Use of the pyramid model for supporting preschool refugees. Early Child Development and Care. 183 (1), 75-91.  [abstract]
  • Hurley, J. J. (2012). Social validity assessment in social competence interventions for preschool children: A review. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121412440186
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 691-702). London: Sage.
  • Giangreco, M. F., & Doyle, M. B. (2012). Integrazione scolastica in Italy: A compilation of English-language resources. International Journal of Whole Schooling, 8(1), 63-105. Retrieved from http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSindex.html
  • Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Demographic and personnel service delivery data: Implications for including students with disabilities in Italian schools. Life Span and Disability: An Interdisciplinary Journal (Ciclo Evolutivo e Disabilitá), 15(1), 97-123.
  • Burford, G., Pennell, J., & MacLeod, S. (2012). Manual Para Coordinadores, Coordinadoras Y Comunidades: Organización Y Práctica De La Toma De Decisiones De Grupos Familiares. Revisión para Guatemala. http://faculty.chass.ncsu.edu/pennell/fgdm/manual/index.htm
  • Smith, L. C., & Geroski, A. M., (In Press). Decolonizing Alterity Models within School Counseling Practice. In R. Goodman & P. Gorski (Eds.), Decolonizing �Multicultural� Counseling and Psychology: Visions for Social Justice Theory and Practice, New York: Springer.
  • Smith, L. C. (In Press) Queering Multicultural Competence in Counseling. In R. Goodman & P. Gorski (Eds.), Decolonizing �Multicultural� Counseling and Psychology: Visions for Social Justice Theory and Practice, New York: Springer.
  • Okech, J. E. A. (2012). A Multidimensional Assessment of Children in Conflictual Contexts: The Case of Kenya. International Journal for the Advancement of Counselling, 34 (4), p331-348.  [abstract]
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (2013). Psychometrics of the Children’s Assessment of Participation and Enjoyment for those with high functioning autism. American Journal of Occupational Therapy, 67(2), 209-217. http://dx.doi.org/10.5014/ajot.2013.006288
  • Potvin, M.-C., Snider, L., Prelock, P. A., Kehayia, E. & Wood-Dauphinee, S. (2013). Recreational participation of children with high functioning autism. Journal of Autism and Developmental Disorder, 43(2), 445-457. doi: 10.1007/s10803-012-1589-6
  • Chang, Y., Fine, M. A., Ispa, J. M., Thornburg, K. R., Sharp, E. A., & Wolfenstein, M. (2004). Understanding parenting stress among young, low-income, African-American, first-time mothers. Early Education and Development, 15, 265-282
  • Gable, S., Chang, Y., & Krull, J. (2007). Television watching and frequency of family meals are predictive of overweight onset and persistence in a national sample of school-age children. Journal of the American Dietetic Association, 107, 53-61
  • Chang, Y., & Fine, M. A. (2007). Modeling parenting stress trajectories among low-income young mothers across the child's second and third years: Factors accounting for stability and change. Journal of Family Psychology, 21, 584-594
  • Gable, S., Krull, J., & Chang, Y. (2009). Implications of weight status for social and behavioral development between kindergarten entry and 3rd grade. Applied Developmental Science, 13, 88-103
  • Chang, Y., Lerer, N., & Talley, K. (2010). Considering leaving before they have even started: An examination of freshmen at risk for transfer. On the Horizon, 18, 346-354
  • Gable, S., Krull, J., & Chang, Y. (2012). Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: A mediated analysis. Child Development, 83, 1822-1839
  • Walls, L., Buck, G., & Akerson, V. L. (2013). Race, culture, gender, and nature of science in elementary settings. In J.A. Bianchini, V. L. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds,), Moving the equity agenda forward: Vol 5. Cultural Studies of Science Education (pp. 131-151). Netherlands: Springer Publishing.  [abstract]
  • Walls, L. (2012). Third Grade African American Students' Views of the Nature of Science. Journal of Research in Science Teaching, 49 (1), 1-37.  [abstract]
  • Shepherd, K. G., Giangreco, M. F., & Cook, B. G. (2013). Increasing parental participation in the IEP process. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education. Boston, MA: Pearson.
  • Shepherd, K. & Hasazi, S. (2009). Leading beyond labels: The role of the principal in leading through a social justice framework. In Transformative Leadership: Preparing Students for Global Social Justice. SUNY press.
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