Burford, G. Family engagement and social work in statutory settings. (In Press). In T. Maschi & G. Leibowitz (Eds.), Forensic practice: Psychosocial and legal issues across diverse populations and settings (2nd edition). Springer Publishing.
Mugisha, M., V. (In Press). Toward purposeful individual capacity strengthening: Alternative considerations for Western NGOs. Development in Practice Journal.
Olofson, M., Swallow, M., & Neumann, M. D. (in press). TPACKing: A constructivist framing of TPACK to analyze teachers' construction of knowledge. Computers and Education.
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.
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.
Schafft, K.A., Killeen, K., & Morrissey, J. (In Press). The challenges of student transiency for US rural schools and communities in the era of No Child Left Behind. In Jackson, A. & Schafft, K.A. (Eds.), Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park, PA: Penn State University Press (Rural Studies Series).
Ballysingh, T. A., Zerquera, D.D., Sáenz, V.B., & Turner, C.S.V. (Eds.). (in press). Answering the Call: Hispanic-Serving Institutions as Leaders in the Quest for Access, Excellence, and Equity in American Higher Education. Association of Mexican American Educators Journal.
Garvey, J. C. (in press). Considerations for queer as a sexual identity classification in education survey research. Journal of College Student Development.
Garvey, J. C., BrckaLorenz, A., Latopolski, K. & Hurtado, S. S. (in press). High-impact practices and student-faculty interactions for students across sexual orientations. Journal of College Student Development.
Garvey, J. C., Chang, S. H., Nicolazzo, Z., & Jackson, R. L. (Eds.). (in press). Trans* policies and experiences in housing and residence life. Sterling, VA: Stylus.
Giangreco, M. F. (in press). Including students with developmental disabilities: Simple, not easy. In S. Danforth (Ed.). Becoming a great inclusive educator (2nd ed., pp. tbd): New York: Peter Lang.
Hurley, J. J., Looby, W., Goodrum, A. R., Campbell, E. M., Bonti, G. K., Raymon, B. A., Condon, R., Schwaeber, S. E., Mauceri, M. E., Bourne, E. M., Callahan, E. D., Hardy, D. L. & Mathews, P. (in press). Early intervention for families and children experiencing homelessness. Infants and Young Children [abstract]
Rubel, D. & Okech, J. E. A. (in press). Cross Cultural Group Counseling. In D. Capuzzi & M. Stauffer (Eds.), Group Counseling. Denver: Pearson.
Smith, L.C., Garnette, B. R., Herbert, A., Grudev, N., Vogel, J., Keefner, W., Barnett, A., & Baker, T. (in press). The hand of professional school counseling meets the glove of restorative practices: A call to the profession. Professional School Counseling
Bishop, P., Downes, J., & Nagle, J. (2017). How personal learning Is working in Vermont. Educational Leadership, 74(6). Online only.
Bishop, P., Downes, J., Netcoh, S., DeMink-Carthew, J., Farber, K., LeGeros, L., & Stokes, T. (forthcoming). Middle grades teachers’ dispositions in a personalized learning context. In P. Howell (Ed.), Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices. Volume X 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.
BrckaLorenz, A., Garvey, J. C., Hurtado, S. S., & Latopolski, K. (2017, August 17). High-impact practices and student-faculty interactions for gender variant students. Journal of Diversity in Higher Education. Advance online publication.
Brion-Meisels, G & Garnett, B.R., (2017) It is called bullying also’: Exploring adolescents’ talk about bullying on an online message board. Journal of Aggression, Maltreatment & Trauma. Advance online publication
Burford, G. Family engagement and social work in statutory settings. (In Press). In T. Maschi & G. Leibowitz (Eds.), Forensic practice: Psychosocial and legal issues across diverse populations and settings (2nd edition). Springer Publishing.
DeMink-Carthew, J. (2017). Reform-oriented collaborative inquiry as a pedagogy for student teaching in middle school. Middle Grades Research Journal.
DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal, 48(2), 14-23.
DeMink-Carthew, J., & Bishop, P. (2017). Passion is not enough: Preparing middle level preservice teachers to be advocates for change. Middle School Journal.
DeMink-Carthew, J., Grove, R., Peterson, M.P. (2017). The influence of the core practices movement on the teaching and perspectives of novice teacher educators. Studying Teacher Education.
Downes, J., Bishop, P, & Nagle, J. (in press). Middle grades students as teacher educators. Middle School Journal.
Garnett, B. R. (2017). Teaching social determinants of health in an undergraduate elective course on public health through peer wellness coaching, documentaries and self-reflection. Pedagogy in Health Promotion, 3(2) 100-107. [abstract]
Garnett, B. R., & Brion-Meisels, G. (2017) Intersections of victimization among middle and high school youth: associations between polyvictimization and school climate. Journal of Child and Adolescent Trauma. Advance online publication.
Garnett, B. R., Vierling, D., Gleason, C., Becker, K., DiCenzo, D. & Mongeone, L. (2017). A mixed methods evaluation of the Move it Move it! before school incentive-based physical activity program. Health Education Journal, 76(1) 89-101.
Garvey, J. C. (2017). Pedagogical pause: Uncovering the queerness of my classroom emotions. The Vermont Connection: The Student Affairs Journal of the University of Vermont, 38, 16-23.
Garvey, J. C., Hart, J., Hoffman, G. D., Iverson, S., Metcalfe, A. S., Mitchell, T. D., Pryor, J. T., & Seher, C. (2017). Performing critical work: The challenges of emancipatory scholarship in the academic marketplace. Critical Questions in Education, 8(2), 138-162.
Garvey, J. C., Hitchins, J., & McDonald, E. (2017). Queer-spectrum student sexual violence. In J. C. Harris & C. Linder (Eds.), Critical perspectives on sexual violence on the college campus: Centering historically marginalized student voices (pp. 155-172). Sterling, VA: Stylus.
Garvey, J. C., Rankin, S., Beemyn, G. & Windmeyer, S. L. (2017). Improving the campus climate for LGBTQ students using the Campus Pride Index. In K. M. Goodman & D. Cole (Eds.), Using data-informed decision making to improve student affairs practice (New Directions for Student Services No. 159, pp. 61-70). San Francisco, CA: Jossey-Bass.
Garvey, J. C., Sanders, L. A., & Flint, M. A. (2017). Generational perceptions of campus climate among LGBTQ alumni. Journal of College Student Development, 58(6), 795-817.
Giangreco, M. F. (2017). Expanding opportunities for students with intellectual disability. Educational Leadership, 74(7), 52-57.
Hurley, J. J., Clark, D. W., Fonseca-Foster, K. A., Casey, E., & Warren, R. (2017). Collaboration during IEP and IFSP meetings in a refugee resettlement community: Lessons from cultural liaisons. Multiple Voices: For Ethnically Diverse Exceptional Learners, 17 (2), 1-11. [abstract]
Krishnakumar, A., Conroy, N. E., Narine, L. (2017). Correlates of sex-specific young adult college student dating violence typologies: A latent class analysis approach. Psychology of Violence. Advance online publication.
McDonald, K., Conroy, N. E., Olick, R. S., & Project ETHICS Expert Panel. (2017). What’s the harm? Harms in research with adults with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 122, 78-92. doi: 10.1352/1944-7558-122.1.78 [abstract]
Morris, K., & Burford, G. (2017). Engaging families and managing risk in practice. In M. Connolly (Ed.), Beyond the risk paradigm: Current debates and new directions in child protection (pp. 91-108). Houndmills, Basingstoke, UK: Palgrave MacMillan.
Netcoh, S., Olofson, M., Downes J., & Bishop, P. (2017). Professional Learning with Action Research in Innovative Middle Schools. Middle School Journal, 48(3), 25-33.
Petrick-Smith, C, Tinkler, A., DeMink-Carthew, J. & Tinkler, B. (2017). Pre-service mathematics teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development
Pryor, J. T., Garvey, J. C., & Johnson, S. (2017). Pride and progress? 30 years of ACPA and NASPA LGBTQ presentations. Journal of Student Affairs Research and Practice, 54(2), 123-136.
Rubel, J. D., & Okech, J. E. A. (2017). Qualitative Research in Group Work: Status, Synergies, and Implementation. Journal for Specialists in Group Work, 42(1), 54-86. doi:10.1080/01933922.2016.1264522 [abstract]
Shepherd, K. G., Kervick, C. T., & Morris, D. (2017). The art of collaboration: Lessons from families of children with disabilities. Boston, MA: Sense Publishers.
Shin, R. Q. & Smith, L. C. (2017). Heterosexual Male Identity Development. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 853-855). New York: Sage. doi:http://dx.doi.org/10.4135/9781483384269.n
Smith, C., Tinkler, A., Demink-Carthew, J., & Tinkler, B. (2017). Pre-service mathematics teachers’ experiences with proficiency-based learning. Mathematics Teacher Education and Development, 19(1), 107-120.
Smith, L. C. & Shin, R. Q. (2017) Urban Families. In J. Carlson & S. Dermer (Eds.), The SAGE Encyclopedia of Marriage, Family and Couples Counseling (pp. 1747-1752). New York: Sage. doi: http://dx.doi.org/10.4135/9781483369532.n524
Smith, L. C. (2017) Heterosexual privilege. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 861-862). New York: Sage. doi: http://dx.doi.org/10.4135/9781483384269.n
Smith, L. C. (2017) Male privilege. In K. Nadal (Ed.), The SAGE Encyclopedia of Psychology and Gender (pp. 1096-1097). New York: Sage. doi: http://dx.doi.org/10.4135/9781483384269.n
Smith, L. C. (2017). Critical Consciousness and School Based Family Counseling: “Seeing” the Pathogen in Order to Dismantle the Pump of Oppression. International Journal for School-Based Family Counseling, 8. Retrieved from http://www.instituteschoolbasedfamilycounseling.com/docs/IJSBFC%20-%20critical%20consciousness%20-%20final_LS.pdf
Tinkler, B., McGann, G., & Tinkler, A. (2017). Learning from each other: Using a service-learning citizenship course to promote intercultural understanding. Intercultural Education. http://www.tandfonline.com/eprint/tsHFfk5zJIGWGdRIz68Z/full
Ballysingh, T. A. (2016) Caballeros Making Capital Gains in College: The Role of Social Capital in First-Year Persistence at a Predominantly White 4-Year Institution. In V.B. Sáenz, L. Ponjuán, and J.L. Figueroa (Eds.), Ensuring the Success of Latino Males in Higher Education: A National Imperative (pp. 152-173). Sterling, VA: Stylus Publishing.
Becker, R., & Bishop, P. (2016). Think bigger about science: Using Twitter for learning in the middle grades. Middle School Journal, 47(3), 4-16. DOI: 10.1080/ 00940771.2016.1135097
Conner, D. & Garnett, B. R. (2016). Economic and environmental drivers of fruit and vegetable intake among rural socioeconomically diverse adults in Vermont, Journal of Hunger and Environmental Nutrition, 11(2) 263-271
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.
DeMink-Carthew, J. & DeMink, J. (November/December 2016). “Hands-joined” projects: A framework for co-developing projects with students. AMLE Magazine.
DeMink-Carthew, J., Hyler, M. E., & Valli, L. (2016). Redesigning teacher education in the context of multiple reform initiatives. In D. Polly (Ed.), Evaluating teacher education programs through performance-based assessments (1-17). Hershey, PA: IGI Global.
Drezner, N. D., & Garvey, J. C. (2016). LGBTQ alumni philanthropy: Exploring (un)conscious motivations for giving related to identity and experiences. Nonprofit and Voluntary Sector Quarterly, 45(1S), 52S-71S.
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.
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
Garvey, J. C. (2016). Conceptualization and validation of factors for LGBTQ alumni philanthropy. Journal of College Student Development, 57(6), 748-754.
Garvey, J. C., & Drezner, N. D. (2016). Lesbian, gay, bisexual, transgender, and queer alumni financial giving to and participation with undergraduate alma maters. College Student Affairs Journal, 34(2), 29-42.
Garvey, J. C., & Rankin, S. R. (2016, June 23). The influence of campus climate and urbanization on queer-spectrum and trans-spectrum faculty intent to leave. Journal of Diversity in Higher Education. Advance online publication.
Giangreco, M. F., Dymond, S. K., & Shogren, K. A. (2016). Educating students with severe disabilities: Foundational concepts and practices. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities (8th ed., pp. 1-26). Upper Saddle River, NJ: Pearson Education/Prentice-Hall.
Goldrick-Rab, S. & Kolbe, T. (In press). A matter of trust: Applying insights from social psychology to make college affordable. Policy Insights from the Behavioral & Brain Sciences.
Hannah, C. L., Tinkler, B., Frye, H., Leverett, J., & Wright, D. (2016). Reflections on the enactment of a critical service-learning experience. In A. S. Tinkler, B. E. Tinkler, V. M. Jagla, & J. R. Strait (Eds.), Service-learning to advance social justice in a time of radical inequality, (pp. 41-64). Charlotte, NC: Information Age Publishing.
Johnson, S., Drezner, N. D., Garvey, J. C., & Bumbry, M. (2016). Social media use for survey distribution. In M. Gasman (Ed.), Academic going public: How to write and speak beyond academe (pp. 87-104). New York, NY: Taylor & Francis/Routledge.
Kolbe, T. & O’Reilly, F. (In press) Expanded learning time in public schools: A cost effectiveness analysis of Massachusetts’ Expanded Learning Time Initiative. Leadership & Policy in Schools. [abstract]
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
McDonald, K., Conroy, N. E., Kim, C. I., LoBraico, E. J., Prather, E. M., Olick, R. S., & Project ETHICS Expert Panel. (2016). Is safety in the eye of the beholder? Safeguards in research with adults with intellectual disability. Journal of Empirical Research on Human Research Ethics. Advance online publication. doi: 10.1177/1556264616651182
McDonald, K., Conroy, N. E., Olick, R. S., & Project ETHICS Expert Panel. (2016). Is it worth it? Benefits in research with adults with intellectual disability. Intellectual and Developmental Disability, 54, 440-453. doi: http://dx.doi.org/10.1352/1934-9556-54.6.440
Okech, J. E. A., Pimpleton, A., Vannata, R., & Champe, J. (2016). Intercultural conflict in groups. Journal for Specialists in Group Work, 41(4), 350-369. doi:10.1080/01933922.2016.1232769. [abstract]
Ozuna, T., Sáenz, V.B., Ballysingh, T. A. & Yamamura, E. (February, 2016). Examining Cultural Responsive College Readiness in the Rio Grande Valley of South Texas. Journal of School Leadership, 26, 154-182. [abstract]
Rankin, S. R., Merson, D., Garvey, J. C., Sorgen, C. H., Menon, I., Loya, K., & Oseguera, L. (2016). The influence of climate on the academic and athletic success of student-athletes: Results from a multi-institutional national study. The Journal of Higher Education, 87(5), 701-730.
Rockenbach, A. N., Riggers-Piehl, T. A., Garvey, J. C., Lo, M. A., & Mayhew, M. J. (2016). The influence of campus climate and interfaith engagement on self-authored worldview commitment and pluralism orientation among LGBT, heterosexual, and cisgender students. Research in Higher Education, 57(4), 497-517.
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
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
Shin, R. Q., Ezeofor, I., Smith, L. C., Welch, J. & Goodrich, K. M. (2016). The development and validation of the critical consciousness scale. The Journal of Counseling Psychology, 63, 210-223. doi: http://dx.doi.org/10.1037/cou0000137
Shin, R. Q., Smith, L.C., Welch, J., Ezeofor, I. (2016). Is “Allison” more likely than “Lakisha” to get a call back from counseling professionals: A racism audit study. The Counseling Psychologist (44)8, 1187-1211. doi:10.1177/0011000016668814 [abstract]
Smith, L. C., & Okech, J. E. A. (2016). Ethical issues raised by CACREP accreditation of programs within institutions that disaffirm or disallow diverse sexual orientations. Journal of Counseling & Development, 94, 252-264. doi.10.1002/jcad.12084 [abstract]
Smith, L. C., & Okech, J. E. A. (2016). Ethical issues raised by CACREP accreditation of programs within institutions that disaffirm or disallow diverse sexual orientations. Journal of Counseling and Development, 94, 252-264. doi: 10.1002/jcad.12082 [abstract]
Smith, L. C., & Okech, J. E. A. (2016). Negotiating CACREP accreditation practices, religious, and sexual orientation diversity: A rejoinder to Sells and Hagedorn. Journal of Counseling and Development, 94, 280-284. doi.10.1002/jcad.12082
Smith, L. C., & Okech, J. E. A. (2016). Negotiating CACREP accreditation practices, religious, and sexual orientation diversity: A rejoinder to Sells and Hagedorn. Journal of Counseling and Development, 94, 280-284. doi: 10.1002/jcad.12084
Strolin-Goltzman, J., Kollar, S., Shea, K., Walcott, C., & Ward, S. (2016) Building a Landscape of Resilience after Workplace Violence in Public Child Welfare. Children and Youth Service Review, 71, 250-256.
Strolin-Goltzman, J., Woodhouse, V., Suter, J., & Werrbach, M. (2016). A mixed method study on educational well-being and resilience among youth in foster care. Children and Youth Services Review, 70, 30-36. http://dx.doi.org/10.1016/j.childyouth.2016.08.014
Tinkler, A., & Tinkler, B. (2016). Enhancing cultural humility through critical service-learning in teacher preparation. Multicultural Perspectives, 18(4), 192-201.
Tinkler, A., Tinkler, B., Strait, J., & Jagla, V. (Eds.). (2016). Service-learning to advance social justice in a time of radical inequality. Charlotte, NC: Information Age Publishing.
Tinkler, B., hannah, c., & Tinkler, A. (2016). Using Contact Theory to examine a service-learning experience in a social foundations course. Multicultural Education, 24(1), 31-36.
Walls, L. (2016). Equitable research: A bridge too far? Cultural Studies in Science Education. (Accepted 27 August 2016, early version published online).
Walls, L., (2014). Females of color in science: The play within a play. In M. M. Atwater, M. Russell, & M. Butler (Eds.), Multicultural Science Education: Preparing Teachers for Equity and Social Justice (pp. 41-59). New York: Springer. [abstract]
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
Brion-Meisels, G., & Garnett, B. R. (2016). Toward an Integrated Theory of Relational Youth Violence: Bridging a Gap among the Theory, Research, and Practice of Bullying Prevention. Contemporary School Psychology, 20(3) 240-253. [abstract]
Bruns, E. J., Weathers, E. S., Suter, J. C., Hensley, S., Pullmann, M. D., & Sather, A. (2015). Psychometrics, reliability, and validity of a wraparound team observation measure. Journal of Child and Family Studies, 24(4), 979–991. doi: 10.1007/s10826-014-9908-5 [abstract]
Burford, G., & Gallagher, S. (2015). Teen experiences of exclusion, inclusion, and participation in child protection and youth justice in Vermont. In T. Gal & B. Duramy (Eds.), International Perspectives and Empirical Findings on Child Participation: From Social Exclusion to Child-Inclusive Policies (pp. 227-255). New York, NY: Oxford University Press.
Datchuk, S. M., & Kubina, R. M., & Mason, L. H. (2015). Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary Aged Students with Behavioral Concerns and EBD. Exceptionality, 23, 34-53 [abstract]
Downes, J., Bishop, P., Swallow, M., Olofson, M., & Hennessey, S. (2015). Collaborative Action Research for Middle Grades Improvement. Educational Action Research, 2-22.
Downes, J.M. & Bishop, P.A. (2015). The intersection between 1:1 laptop implementation and the characteristics of effective middle level schools. Research in Middle Level Education Online 38(7), 1-16.
Eagan, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923-954.
Erwin, E.J., Maude, S.P., Palmer, S.B., Summers, J.A., Brotherson, M.J., Haines, S.J., Stroup-Rentier, V., Zheng, Y., & Peck, N.F. (2015). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-015-0710-9
Gallagher, S., & Burford, G. (2015). Finding our way back home after being a child of the state. In T. Garfat, & L. Fulcher (Eds), Child and Youth Care Practice with Families (pp. 169-188). Cape Town: CYC-Net Press.
Garnett, B.R., Masyn, K.E., Austin, S.B., Williams, D.R., Viswanath, K., (2015). Coping styles of adolescents experiencing multiple forms of discrimination and bullying: Evidence from a sample of ethnically diverse urban youth, Journal of School Health, 85(2) 109-117. [abstract]
Garnett, B.R., Wendel, J., Banks, C., Goodridge A., Harding R., Harris, R., Hacker, K., Chomitz V.R., (2015). Challenges of Data Dissemination Efforts within a Community Based Participatory Project About Persistent Racial Disparities in Excess Weight. Progress in Community Health Partnerships: Research, Education and Action, 9(2):289-298. [abstract]
Garvey, J. C., & Rankin, S. R. (2015). Making the grade? Classroom climate for LGBTQ students across gender conformity. Journal of Student Affairs Research and Practice, 52(2), 190-203.
Garvey, J. C., & Rankin, S. R. (2015). The influence of campus experiences on the level of outness among trans-spectrum and queer-spectrum students. Journal of Homosexuality, 62, 374-393.
Garvey, J. C., Pryor, J. T., & Johnson, S. (2015). ACPA and NASPA annual conferences: A 30 year retrospective on LGBTQ presentations. Developments, 13(1).
Garvey, J. C., Shedd, L., McDonald, E., Taylor, K., & Tilley, J. (2015). Digital storytelling in graduate curricula: Innovation in student affairs preparatory programs. Developments, 13(2).
Gerstl-Pepin, C. & Reyes, C. (Eds.) (2015). Reclaiming the Public in Dialogue in Education: Putting the "Public" in Public Education. Peter Lang, Inc.
Gerstl-Pepin, C. (2015). Popular media portrayals of inequity and school reform in The Wire and Waiting for “Superman.” Peabody Journal of Education, 90(5), 691-710.
Gerstl-Pepin, C., & Reyes, C. (Eds.). (2015). Reimagining the public intellectual in education: Making scholarship matter. New York, NY: Peter Lang Publishing, Inc. [abstract]
Giangreco, M. F. & Doyle, M. B. (2015). Italy presses forward in educating students with learning disabilities. Phi Delta Kappan, 97(3), 23-28.
Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion: The e-Journal of the American Association on Intellectual and Developmental Disabilities, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112
Giangreco, M. F. (2015). Crisscrossing from the classroom to cartoons: Social science satire. In C. Gerstl-Pepin & C. Reyes (Eds.), Reimagining the public intellectual in education: Making scholarship matter (pp. 3-15). New York: Peter Lang.
Gross, J.M.S., Haines, S.J., Hill, C., Francis, G.L., Turnbull, A.P., & Blue-Banning, M. (2015). Strong school-community partnerships: A collective endeavor. School-Community Journal, 25(2), 9-35.
Haines, S.J. (2015). Picturing words: Using photographs and fiction to enliven writing for ELL students. Schools Journal, 12(1), 9-32.
Haines, S.J., Gross, J.S., Blue-Banning, M., Francis, G.L., & Turnbull, A.P. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research and Practice for Persons with Severe Disabilities, 40(3) 227–239. doi: 10.1177/1540796915594141
Haines, S.J., Summers, J.A., Turnbull, A.P. Palmer, S.B., & Turnbull, H.R. (2015). Fostering Habib’s engagement and self-regulation: A case study of a child from a refugee family at home and preschool. Topics in Early Childhood Special Education, 35(1), 28-39. doi: 10.1177/0271121414552905
Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a Head Start agency: A case study of a refugee family. National Head Start Research Association’s Dialog, 17(4), 22-49. https://journals.uncc.edu/dialog/article/view/168/354 [abstract]
Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a refugee family: Practical implications from a case study. National Head Start Research Association’s Dialog, 17(4), 124-130. [abstract]
Hirsch, S.E., Kennedy, M.J., Haines, S.J., Thomas, C.N., & Alves, K.D. (2015). Improving preservice teachers’ knowledge and application of functional behavioral assessments using multimedia. Behavior Disorders, 41(1), 38-50. doi: 10.17988/0198-7429-41.1.38
Jorgenson, S. (2015). An inquiry into the pedagogical implications of Dewey's ecological thinking. Bank Street Occasional Paper Series, (32), 54-62.
Kozleski, E.B., Yu, T., Satter, A.L., Francis, G.L., & Haines, S.J. (2015). A never-ending journey: Inclusive education is a principle of practice, not an end game. Research and Practice for Persons with Severe Disabilities. doi: 10.1177/1540796915600717
Kroshus, E., Garnett, B.R., Hawrilenko, M., Baugh, C.M., Calzo, J., (2015). Concussion under-reporting and pressure from coaches, teammates, fans, and parents. Social Science and Medicine, 134; 66-75. [abstract]
Laven, D., Mitchell, N., Jewiss, J., & Barrett, B. (2015). Lessons learned from U.S. experience with regional landscape governance: Implications for conservation and protected areas. In R. Gambino & A. Peano (Eds.), Nature policies and landscape policies: Towards an alliance (pp. 323-330). Cham, Switzerland: Springer.
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McDonald, K., Conroy, N. E., Morris, M., & Jennings, E. (2015). Banking status of adults with disabilities: Findings from the 2013 FDIC national survey of unbanked and underbanked households. Washington, DC: National Disability Institute.
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Youth Empowerment, School Meals and School Climate [$25,000] from Vermont Department of Health: Aligned with the Vermont State Health Improvement Plan’s 2013-2017 Goal 1: “Reduce the prevalence of chronic disease”, specifically the indicator associated with “increasing the percentage of youth who eat the daily recommended servings of fruits/vegetables” and The Vermont Title V Priority Areas 2015 to 2020 of promoting “protective factors and resiliency among Vermont’s families” and “youth empowerment”, there are three main goals to this project: 1) assess the impact of universal school meals on school academic, behavioral and physical health indicators, 2) identify leverage areas to operationalize school climate measurement under the implementation of the newly enacted federal policy Every Student Succeeds Act (ESSA) in partnership with the Vermont Agency of Education and 3) identify promising models for youth empowerment in the school improvement process through partnerships with Up for Learning. This project seeks to specifically support Medicaid eligible Vermont youth, their families and the schools that serve these youth. (2016-07-01)
Faculty Member: Bernice Garnett
Role: Principal Investigator
Incentivizing physical activity using gamification, a pilot study [$60,000] from United States Department of Agriculture : The proposed randomized-controlled trial intends to nudge high school students to meet physical activity goals by using a gaming app to incentivize 30 minutes of physical activity throughout the school day and 60 minutes of physical activity throughout the entire day. The real-world physical activity students complete will be tracked using Fitbits, which will wirelessly communicate with the gaming application on students’ chromebooks, which will reinforce physical activity by providing in-game rewards. The gaming app will incorporate principles of behavioral economics and evidence-based practices established in both the gaming and incentive literatures to increase student engagement with the game and in turn physical activity. (2015-09-01)
Faculty Member: Bernice Garnett
Role: Co-Principal Investigator
Efficacy of RENEW for High School Students with Emotional and Behavioral Challenges [$3,500,000] from Institute on Education Sciences, United States Department of Education: Purpose: This study tests whether the RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work) program can improve academic performance for the estimated 5-10% of high school students at risk for school failure due to emotional and behavioral challenges (EBC). Students with EBC have one of the highest dropout rates (nearly 45 percent), yet they rarely receive the individualized supports needed to help them succeed and graduate from high school. RENEW promotes student engagement, self-determination, and social support as protective factors hypothesized to support the unique needs of students with EBC to keep them connected with school and on a path to high school graduation.
Project Activities: The study takes place in high schools with Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) in place. In each of three school years, eligible students within each participating school will be randomly assigned to receive RENEW or to serve as controls. Researchers will assess the impact of RENEW on engagement in school, self-determination skills (e.g., problem-solving, planning, help-seeking), and perceived social support as well as academic and behavioral functioning throughout the 12-month intervention period and for as long as they remain in the study schools.
Products: The research team will generate evidence of the efficacy of RENEW to improve the engagement, motivation, behavior and academic achievement of high school students with EBC who have not responded to universal and targeted supports within SWPBIS high schools. Researchers will also produce peer-reviewed publications.
Setting: Participating high schools (approximately 10) are located in Illinois, Maryland, New Hampshire, and Vermont and are situated in urban, suburban, town and rural regions with total enrollments ranging from fewer than 400 students to over 3000 students.
Sample: Approximately 380 high school students will participate. Eligible high school students are those who are in the ninth or tenth grade, at risk for school failure because of academic challenges or being disengaged from school, and have emotional or behavioral challenges that have not responded to universal (Tier 1) or targeted (Tier 2) SWPBIS supports.
Intervention: RENEW (Rehabilitation, Empowerment, Natural supports, Education and Work) is an individualized intervention designed for high school students with emotional and behavioral challenges (EBC). RENEW, a Tier 3 SWPBIS intervention, is designed to leverage the unique resources in the local school and community (2015-07-01)
Faculty Member: Jesse Suter
Role: Principal Investigator
Transformative Leadership for Special Education Administrators [$934,000] from U.S. Department of Education, Office of Special Education Programs: This five year, federally-funded grant supports full-time doctoral level training for individuals pursuing careers in special education leadership. Recipients are awarded full tuition and a stipend. Students complete the required courses associated with the doctorate in Educational Leadership and Policy Studies at UVM, as well as courses and research opportunities in special education leadership. (2014-01-01)
Faculty Member: Katharine Shepherd
Role: Co-Principal Investigator
Collaborative Data Use by Teacher Decision-making Teams to Support Instructional Interventions for Struggling Students [$299,430] from Spencer Foundation: This three year research project will explore data use among teachers participating in school-based teams responsible for identifying instruction and interventions for students not meeting standards. In particular, we are interested in teachers' data literacy and use of collaborative practices within data-based decision-making teams, as well as the organizational factors that support or inhibit this work. (2014-01-01)
Faculty Member: Katharine Shepherd
Role: Co-Principal Investigator