Submissions from 2021
Trends in mathematics specialist literature: Analyzing research spanning four decades, Courtney K. Baker, Evthokia Stephanie Saclarides, Kristin E. Harbour, Margret A. Hjalmarson, Stefanie D. Livers, and Katherine Comey Edwards
Incorporating an Activity Schedule during Schedule Thinning in Treatment of Problem Behavior, Megan Boyle, McKenzie Bacon, Danielle Sharp, Nathan E. Mills, and Taylor Janota
The “new” normal: Re-imagining professional development amidst the COVID-19 pandemic, Cory Brown, Pamela Correll, and Kimberly J. Stormer
Youth identified with emotional disturbance who exhibit aggression: Perspectives on origins and options for intervention, Justin D. Garwood and Reesha M. Adamson
Transgender Attitudes and Beliefs Scale (TABS): validation with a sample of self-identified Christians, Yasuko Kanamori, Shaun Fossett, Allison Schimmel-Bristow, Madeline R. Stenersen, Morgan B. Bullard, and Jeffrey H.D. Cornelius-White
Transgender Attitudes and Beliefs Scale-Spanish (TABS-S) Version: Translation and Initial Evaluation of Psychometric Properties, Yasuko Kanamori, Eneritz Jiménez-Etxebarria, Jeffrey H. Cornelius-White, Naiara Ozamiz-Etxebarria, Kelly N. Wynne, and Maitane Picaza Gorrotxategi
Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction, Sascha C. Mowrey and Dale C. Farran
Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences, Diana L. Piccolo, Stefanie D. Livers, and Sara L. Tipton
Elderly Consumers and Grocery Store Patronage: A Determinant Attribute Model, Angela Radford-Lewis and Cheryl Mimbs
A Longitudinal Examination of Work–Family Balance among Working Mothers in the United States: Testing Bioecological Theory, Hassan Raza, Joseph G. Grzywacz, Miriam Linver, Brad van Eeden-Moorefield, and Soyoung Lee
Qualitative Studies on Body-Based Interventions for Refugees: A Meta-Synthesis, Annie J. Schaeffer and Jeffrey H.D. Cornelius-White
A Mixed-Methods Study of Early Childhood Education and Care in South Korea: Policies and Practices During COVID-19, Hae Min Yu, Yu Jin Cho, Hyun Jeong Kim, Jin H. Kim, and Jee Hyun Bae
Submissions from 2020
Teachers’ attitudes towards inclusion of blind or partially-sighted students in secondary schools in Nigeria, Paul M. Ajuwon, George Chitiyo, Liziana N. Onuigbo, Adaka T. Ahon, and James E. Olayi
Making the Case for Becoming a Teacher: Closing the Parity Gap in Recruitment, A. Minor Baker, Stefanie D. Livers, and Phillip Steuer
¿Qué Dijeron?- What Did They Say?, Daisy Indira Barrón
Preservice Teachers’ Noticing of Instances for Revision during Rehearsals: A Comparison across Three University Contexts, Amanda Benedict-Chambers, Sarah J. Fick, and Anna Maria Arias
Evaluating a treatment without extinction for elopement maintained by access to stereotypy, Megan A. Boyle, McKenzie T. Bacon, Emily M. Brewer, Samantha M. Carton, and Lauren A. Gaskill
Comparison of naturalistic and arbitrary discriminative stimuli during schedule thinning following functional communication training, Megan A. Boyle, McKenzie T. Bacon, Samantha M. Carton, John J. Augustine, Taylor A. Janota, Kaitlin S. Curtis, Kara L. Forck, and Lauren A. Gaskill
Functional Communication Training for Multiple Reinforcers: an Evaluation of Isolated Control Following a Synthesized Context, Megan A. Boyle, Shannie M. Stamper, Elizabeth A. Donaldson, Kaitlin S. Curtis, Kara L. Forck, Melissa A. Shrimplin, Allie C. Barsness, and Christina M. Oller
Evaluation of a trial-based interview-informed synthesized contingency analysis, Kaitlin S. Curtis, Kara L. Forck, Megan A. Boyle, Brittany M. Fudge, Heather N. Speake, and Benjamin P. Pauls
Axes of support: Explicit to implicit and practical to epistemic, Sarah J. Fick, Anna Maria Arias, Tina Vo, Carrie Anne Sherwood, Amanda Benedict-Chambers, and Abraham S. Lo
Improvement in Gender and Transgender Knowledge in University Students Through the Creative Factory Methodology, Maitane Picaza Gorrotxategi, Naiara Ozamiz-Etxebarria, Eneritz Jiménez-Etxebarria, and Jeffrey H.D. Cornelius-White
An exploration of new superintendent mentoring and goal setting, Jia Grace Liang, Donna Augustine-Shaw, and James Sottile
Fostering Toddlers’ Social Emotional Competence: Considerations of Teachers’ Emotion Language by Child Gender, Elizabeth King
An Examination of the Relationships of Mathematics Self-Efficacy and Teaching Practices among Elementary, Secondary, and Special Education Educators, Stefanie D. Livers, Jeremy Zelkowski, Kristin E. Harbour, Sara C. McDaniel, and Jim Gleason
Factors influencing the intention of persons with visual impairment to adopt mobile applications based on the UTAUT model, Hyunchang Moon, Jongpil Cheon, Jaehoon Lee, Devender R. Banda, Nora Griffin-Shirley, and Paul M. Ajuwon
Early Childhood Professional Culture: Social Networks and Beliefs Among Pre-Kindergarten Educators, Sascha Mowrey
Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures, Sascha C. Mowrey
Editorial, David Murphy, Jeffrey H.D. Cornelius-White, Susan Stephen, Maria Kefalopoulou, and Rhonda Goldman
High School Principals’ Leadership Roles and Use of Time, Kennedy O. Ongaga, Mary Ombonga, Kim K. Finch, and Jon S. Turner
Measuring Discrimination against Transgender People at the University of the Basque Country and in a Non-University Sample in Spain, Naiara Ozamiz-Etxebarria, Maitane Picaza, Eneritz Jiménez-Etxebarria, and Jeffrey H.D. Cornelius-White
High School Diversity Clubs: Advisor Qualifications, Resources, and Curriculum, Brittany Parry, Jeffrey H.D. Cornelius-White, Cynthia J. MacGregor, and Kennedy O. Ongaga
The effect of web-based self-monitoring to increase on-task behavior and academic accuracy of high school students with autism, Sara K. Romans, Howard P. Wills, Jonathan M. Huffman, and Linda Garrison-Kane
Intensive Child-Centered Play Therapy for Children on the Autism Spectrum: A Pilot Study, April A. Schottelkorb, Karrie L. Swan, and Yumiko Ogawa
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?, Elita Amini Virmani, Holly Hatton-Bowers, Caitlin Mc Pherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter, and Claire D. Vallotton
Implementing a Large-Scale Curriculum: Educators’ Self–Assessments and Beliefs, George Watson, Jia Liang, and James M. Sottile
A Contemporary Portrait of Black Women Student Affairs Administrators in the United States, Nicole M. West
Understanding Race and Racism Among Immigrant Children: Insights into Anti-bias Education for All Students, Hae Min Yu
Submissions from 2019
Supporting all students: Creating a tiered continuum of behavior support at the classroom level to enhance schoolwide multi-tiered systems of support, Reesha M. Adamson, John William McKenna, and Barbara Mitchell
Straddling the Divide Between Practice and Scholarship, Tensions of School Leaders Pursuing a Social Justice Leadership Phd, A. Minor Baker
Improving behavioral and academic outcomes for students with autism spectrum disorder: Testing an app-based self-monitoring intervention, Alexandra Beckman, Benjamin A. Mason, Howard P. Wills, Linda Garrison-Kane, and Jonathan Huffman
A replication of the response-restriction preference assessment, Megan A. Boyle, Kaitlin S. Curtis, Kara L. Forck, Brittany M. Fudge, Heather N. Speake, and Benjamin P. Pauls
Improving the Lives of Teachers in the Early Care and Education Field to Better Support Children and Families, Deborah J. Cassidy, Christine Lippard, Elizabeth K. King, and Joanna K. Lower
Imagining my ideal: a critical case study of digital storytelling as reflective practice, Linda Skidmore Coggin, Sharon Daley, Jackie Sydnor, and Tammi R. Davis
Sites of possibility: Digital stories as a means of making reflective practice visible, Sharon Daley, Jackie Sydnor, and Tammi Davis
A Multi-teacher Preparation Program Study of Elementary Teacher Candidates’ Self-Efficacy: Analysis of Participant Characteristics and Implications for Teacher Educators, Tammi R. Davis, Chloé S. Bolyard, Sijia Zhang, Stefanie D. Livers, Jackie Sydnor, and Sharon Daley
Ensuring Ethics and Equity: Policy, Planning, and Digital Citizenship, Stephanie Huffman, Erin Shaw, and Stacey Loyless
Factors Predicting First-Generation Student Success: A Multilevel Modeling Approach, Yasuko Kanamori, Shelby G. Roberts, Tracey A. Glaessgen, Jeffrey H.D. Cornelius-White, and Leigh M. Harrell-Williams
Adolescent Experiences in Wilderness Therapy: A Systematic Review of Qualitative Studies, Micah Kraft and Jeffrey H.D. Cornelius-White
Multidimensional approaches to examining digital literacies in the contemporary global society, Kewman M. Lee, Sohee Park, Bong Gee Jang, and Byeong Young Cho
Facilitating teacher learning through leading: An elementary mathematics coach’s story, Stefanie Livers
Inclusion of Efficacy Experiences: Providing Intentional Clinical Experiences to Preservice Teachers in Elementary Classrooms, Garrett Lowder and Diana L. Piccolo
Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation, John William McKenna, Reesha Adamson, and Michael Solis
The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap, John William McKenna, Michael Solis, Frederick Brigham, and Reesha Adamson
Sharing Experiences Together: Within- and Across-Sector Collaboration among Public Preschool Educators, Sascha C. Mowrey and Elizabeth K. King
The Success of First-Generation College Students in a TRIO Student Support Services Program: Application of the Theory of Margin, Dory E. Quinn, Jeffrey H.D. Cornelius-White, Cynthia MacGregor, and Ximena Uribe-Zarain
Valuing risk: endorsed risk activities and motives across adulthood, Russell D. Ravert, Lindsey M. Murphy, and M Brent Donnellan
A Qualitative Study of Group Therapy Incorporating Rap Music with Incarcerated Individuals, Abigail Richards, Niguel Maia Hoskin, R. Paul Maddox, and Jeffrey H.D. Cornelius-White
The Perpetual Outsider: Voices of Black Women Pursuing Doctoral Degrees at Predominantly White Institutions, Marjorie C. Shavers and James L. Moore
A Stakeholder Analysis of Admission in a Baccalaureate Social Work Program, Lisa A. Street, Cynthia J. MacGregor, and Jeffrey H.D. Cornelius-White
Effectiveness of Group Play Therapy on Problematic Behaviors and Symptoms of Anxiety of Preschool Children, Karrie L. Swan, Marilyn Kaff, and Sara Haas
Three Midwest Rural School Districts’ First Year Transition to the Four Day School Week: Parents’ Perspectives, Jon S. Turner, Kim K. Finch, and Ximena Uribe-Zarain
Co-experiencing psychotherapy explained in a dialogue, Fyodor Vasilyuk, Jeffrey H.D. Cornelius-White, and Fedor Shankov
The Effects of Internet-Based Instruction on Student Learning, Scott B. Wegner, Ken C. Holloway, and Edwin M. Garton
Another Lesson from the Outsider Within: The Transcendent Relevance of Black Feminist Thought, Nicole M. West
By Us, for Us: The impact of a professional counterspace on African American Women in student affairs, Nicole M. West
In the company of my sister-colleagues: professional counterspaces for African American women student affairs administrators, Nicole M. West
Are we really teaching for social justice and equity? A poem for five voices, Kathy Whitmore, James Chisholm, Tasha Laman, and Tammi Davis
Accreditation in Education: One Institution’s Examination of Faculty Perceptions, Cynthia K. Wilson-Hail, Beth Hurst, Ching-Wen Chang, and William Cooper
Submissions from 2018
Elementary science preservice teachers use of evidence from rehearsals when reflecting on revisions of their practice, Anna Maria Arias, Sarah J. Fick, and Amanda Benedict-Chambers
Re-framing and reimagining the doctoral student narrative: Black women's experiences in engineering and computer science, Sharnnia Artis, Vignesh Subbian, Marjorie C. Shavers, Stade Le Sure, Breauna Marie Spencer, and Aishwarya P. Joshi
Diversity, inclusion, equity, and social justice: How antibias content and self-reflection support early childhood preservice teacher consciousness, Sheresa Boone Blanchard, Elizabeth King, Amy Van Schagen, Marisa Roach Scott, Danielle Crosby, and Jennifer Beasley
Effects of delaying demands on noncompliance and escape-maintained problem behavior, Sarah E. Bloom, Daniel R. Clark, Megan A. Boyle, and Casey J. Clay
Behavioral contrast: Research and areas for investigation, Megan A. Boyle, Audrey N. Hoffmann, and Joseph M. Lambert
A content analysis of counseling outcome research and evaluation (CORE) from 2010 to 2017, Rochelle Cade, Sandy Gibson, Karrie L. Swan, and Kristina Nelson
Mutuality in psychotherapy: A meta-analysis and meta-synthesis, Jeffrey H.D. Cornelius-White, Yasuko Kanamori, David Murphy, and Emma Tickle
First-Generation Students with Undecided Majors: A Qualitative Study of University Reacculturation, Tracey A. Glaessgen, Cynthia J. MacGregor, Jeffrey H.D. Cornelius-White, Robert S. Hornberger, and Denise M. Baumann
Lessons identified by the Joplin School Leadership after responding to a Catastrophic Tornado, Jeri Goswick, Cynthia J. Macgregor, Beth Hurst, Patricia J. Wall, and Renee White
The First Year Seminar: A Program Evaluation of Public Affairs Student Development, Yasuko Kanamori, Tracey A. Glaessgen, and Jeffrey H.D. Cornelius-White
Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence, Elizabeth K. King and Karen M. La Paro
“My Hair has a Lot of Stories!”: Unpacking Culturally Sustaining Writing Pedagogies in an Elementary Mediated Field Experience for Teacher Candidates, Tasha Tropp Laman, Tammi R. Davis, and Janelle W. Henderson
Correspondence between functional analyses of mands and functional analyses of problem behavior, Joseph M. Lambert, Sarah E. Bloom, S. Shanun Kunnavatana, Megan A. Boyle, and Andrew L. Samaha
Understanding Asian American women's pathways to school leadership, Jia G. Liang, James Sottile, and April L. Peters
A mixed methods investigation of teachers self-efficacy for culturally responsive instruction, Victor Malo-Juvera, Pamela Correll, and Susan Cantrell
Staff Perspectives of the Four-Day School Week: A New Analysis of Compressed School Schedules, Jon S. Turner, Kim K. Finch, and Ximena Uribe-Zarain
The Economics of a Four-Day School Week: Community and Business Leaders' Perspectives, Jon S. Turner, Kim K. Finch, and Ximena Uribe-Zarain
If We Get You, How Can We Keep you? Problems with Recruiting and Retaining Rural Administrators, Jo Nell Wood, Kim K. Finch, and Rachel M. Mirecki
Measuring Rogers conception of personality development: validation of the Strathclyde Inventory-French version, Emmanuelle Zech, Céline Brison, Robert Elliott, Brian Rodgers, and Jeffrey H.D. Cornelius-White
Submissions from 2017
A comparison of three opportunity-to-respond strategies on the academic engaged time among high school students who present challenging behavior, Reesha M. Adamson and Timothy J. Lewis
Tools for teacher noticing: Helping preservice teachers notice and analyze student thinking and scientific practice use, Amanda Benedict-Chambers and Roberta Aram
Guiding students towards sensemaking: teacher questions focused on integrating scientific practices with science content, Amanda Benedict-Chambers, Sylvie M. Kademian, Elizabeth A. Davis, and Annemarie Sullivan Palincsar
Systematic Review of Functional Analysis and Treatment of Elopement (2000-2015), Megan Boyle and Reesha Adamson
Treatment of Elopement Without Blocking With a Child With Autism, Megan A. Boyle, Ginny Keenan, Kara L. Forck, and Kaitlin S. Curtis
Functional communication training and noncontingent reinforcement in treatment of stereotypy, Megan A. Boyle, Mary E. Ortman, Alexandra C. Beckman, Stephanie L. Aholt, and Ginny L. Keenan
An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality, David L. Coker Jr., Kristen D. Ritchey, Ximena Uribe-Zarain, and Austin S. Jennings
Purposeful Tensions: Lessons Learned from Metaphors in Teacher Candidates' Digital Stories, Tammi R. Davis, Jackie Sydnor, Sharon Daley, and Linda Coggin
The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics, Nicholas A. Gage, Reesha Adamson, Ashley S. MacSuga-Gage, and Timothy J. Lewis
Supporting Students With Health Needs in Schools: An Overview of Selected Health Conditions, Linda Garrison-Kane, Paris A. DePaepe, and Jane E. Doelling
Mathematics Classroom Observation Protocol for Practices (MCOP2): A validation study, Jim Gleason, Stefanie Livers, and Jeremy Zelkowski
