Faculty Profiles

Ali, Sunni. Lessons Learned: Critical Conversations in Hip-Hop and Social Justice. African American Images, IL.

Ali, Sunni. "A Second-Class Workforce: How Neoliberal Policies and Reforms Undermined the Education Profession," Vol. 8, No. 3. Available at: http://jct.sciedupress.com

Ali, Sunni. (June 6, 2018). “A Qualitative Study: How Northeastern Illinois University’s College of Education Program Successfully Prepares Black Males with a Previous Individualized Learning Plan to Become Educators,” Volume 3, Number 2, Article 7 of Returning African American Males with Learning Disabilities in Higher Education. Available at: https://digitalcommons.uncfsu.edu/jri/vol3/iss2/7/

Ali, S. (2018). Here’s to a Flag of Mine. African American Images, IL.

Ali, S. (2017). “How Cinema Excerpts Enhance a Cultural Relevant Responsive-Value Driven Pedagogy,” Journal of Research Initiatives, Vol. 2: Issue 3. Available at: http://digitalcommons.uncfsu.edu/jri/vol2/iss3

Ali, S. (2017). “The Power of Hidden Language.” International Journal of Modern Engineering Research (IJMER), Volume 13 (March 3, 2017), ISSN: 2249-6645

Ali, S. (2016). “How Race and Racism Empower a School’s Curriculum.” IOSR Journal of Research and Method in Education, e-ISSN: 2320-7388, p-ISSN: 2320-737X volume 6, Issue 4, ver. II (Jul-Aug. 2016), pp 65- 70. Available at: www.iosrjournals.org

Ali, S. (2016). My Schoolhouse Is A Ghost Town. Authorhouse, IN.

Ali, S. (2015). “Integrating Hip-Hop and Cultural Relevant Lessons into the Public School Curriculum," Journal of Research Initiatives, Vol. 1: Issue 3, Article 4. Available at: http://digitalcommons.uncfsu.edu/jri/vol1/iss3/4

Ali, S., & Barden, K. (2015). “Popular Cultural Milieu Illustrated Through A Hip-Hop Culturally Values Driven Pedagogy.” In M.A. Fang He, B.D. Schultz, and W.H. Schubert (Eds.), The Sage Guide to Curriculum in Education: (407-415). Los Angles, CA: Sage.

Ali, S. & Murphy, R. (2013). “Merging and Creating Culturally Relevant Pedagogy in Public Schools,” Journal of Research Initiatives, Vol.1: (1): 40-46. Available at: http://fsuoj01a.uncfsu.edu/SOE

Bai, H. (2022). Students’ use of learning management system in hybrid learning: Mobile or not. International Journal on E-learning, 22(1), 5-23.

Bai, H. (2019). Student perceptions of learning digital literacy online in a leadership program. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 346-366). Hershey, PA: IGI Global.

Bai, H. (2019). Preparing teacher education students to integrate mobile learning into elementary education. TechTrends, 63, 723-733. https://doi.org/10.1007/s11528-019-00424-z

Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63, 611-620. https://doi.org/10.1007/s11528-019-00419-w

Bai, H. (2018). Preparing teacher education students to use instructional technology in an asynchronous blended course. In D. Polly, M. Putman, T. M., Petty & A. J. Good (Eds.), Innovative practices in teacher preparation and graduate-level teacher education programs (pp. 603-619). Hershey, PA: IGI Global.

Turek, T., Wragge, P., Bice, M., & Ball, J. (2017).  Physical activity motivation among sororities and fraternities. International Journal of Kinesiology in Higher Education, 1(2), 1-10. Retrieved from:  http://www.tandfonline.com/eprint/PubuPTcx6B5ERRrapzGc/full.

Bice, M., Hollman, A., Bickford, S., Bickford, N., Ball, J., Wiedenman, E., Brown, G., Dinkel, D., & Adkins, M. (2017).  Kinesiology in 360 degrees.  International Journal of Kinesiology in Higher Education, 1( 9-17. Retrieved from: http://www.tandfonline.com/doi/full/10.1080/24711616.2016.1277671.

Banas, J., Ball, J., Wallis, L., & Greshon, S. (2017). The adolescent health care broker: Young people interpreting for family members and themselves in health care.  The Journal of Community Health. DOI: 10.1007/s10900-016-0312-5. Retrieved from: http://link.springer.com/article/10.1007/s10900-016-0312-5/fulltext.html.

Ball, J., Banas, J., & Bice, M. (2016).  Understanding health care brokering among young and middle-aged adults. American Journal of Health Studies. 31(4), 190-198.

Bice, M., Ball, J., Parry, T. & Adkins, M. (2016).  Retrospective evaluation of high school primary physical activities and adulthood physical activity need satisfaction. Sport Science Review, 25(3-4), 183-198.

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: Prevalence, experience, impact, and opportunities. Journal of School Health, 86(12), 898-904.

Ball, J., Bice, M., & Parry, T. (2016). Retrospective evaluation of high school sport participation and adult BMI status, physical activity levels, and motivation to exercise. American Journal of Health Studies, 31(1), 105-111.

Bice, M., Carey, J., Brown, G., Adkins, M., & Ball, J. (2016). The use of mobile application to enhance learning of the skeletal system in introductory anatomy & physiology students. The International Journal of Kinesiology in Higher Education, 27(1). 14-20.

Bice, M., Ball, J., Ramsey, A., & Adkins, M. (2016).  Health technology ownership and use: Implications for adult physical activity. Journal of Sport and Health Research, 8(1), 13-22.

Ball, J., & Bice, M. (2015). Adult BMI and physical activity: Retrospective evaluation of high school sport and recreation participation. Recreation Sports Journal. 39(2), 144-156.

Ball, J., Bice, M., & Adkins, M. (2015). Qualitative assessment of an electronic activity-tracking device:  Strengths, weaknesses, and considerations in behavior change interventions for health educators.  The   Health Educator. 47(1), 20-26

Bice, M., Ball, J., & McClaran, S. (2015). Wearable electronic activity-tracking technology: Nike fuelband se and physical activity motivation. International Journal of Sport and Exercise Psychology,13(2), 1-9.

Ball, J., Ogletree, R., Jurkowski, Asunda, P., & Miller, K. (2014). Diffusion of innovation elements that influence  the adoption and diffusion of distance education in health.  American Journal of Health Studies, 29(3),   240-246.  

Ball, J., Bice, M., & Parry, T. (2014). Adult motivation for physical activity: Differentiating motives for exercise,  sport, and recreation. Recreation Sports Journal. 38(2), 130-142.

Ball, J., Foust, C., & Rochester, C. (2014). Mindfulness practice in the classroom and gym: Making a real impact in student learning. COAHPERD Journal. 40(1), 9-14.

Bice, M., Ball, J., & Ramsey, A. (2014).  Relations between mindfulness and mental health outcomes: Need fulfillment as a mediator. International Journal of Mental Health Promotion.16(3), 191-201.

Bice, M., Ball, J., Brown, S., & Parry, T. (2014). Influence of high school sport participation on adult physical  activity. Journal of Sport and Health Research.6(3), 253-264.

Banas, J., Ball, J., Wallis, L., & Gershon, S. (2017). The adolescent healthcare broker: Adolescents interpreting for family members and themselves in healthcare. Journal of Community Health. Advance online publication. doi: 10.1007/s10900-016-0312-5.

Santos Green, L., Banas, J.R., & Perkins, R. (2017). The flipped college classroom: Conceptualized and re-conceptualized. Switzerland: Springer International Publishing.

Banas, J., Victorson, D., Gutierrez S., Cordero, E., Guitelman, J. & Haas, N. (2017). Developing a peer-to-peer health application to connect Hispanic cancer patients. Journal of Cancer Education, 32, 158-165. doi: 10.1007s13187-016-1066-6.

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: Prevalence, experience, impact, and opportunities. Journal of School Health, 86(12), 898-904. doi: 10-1111/josh.12456.

Ball, J.W., Banas, J., & Bice, M.T. (2016). Understanding health care brokering among young and middle-aged adults. American Journal of Health Studies, 31(4) 190-198.

Banas, J.R. & York, C.S. (2014). The influence of preservice teachers’ TPACK and authentic learning exercises on intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746.

Banas, J.R. (2014, December 11). Preservice teachers’ attitudes and beliefs towards different types of bullying and the likelihood they will intervene. Northwest Journal of Teacher Education. Retrieved from http://nwate.com/category/northwest-journal-of-teacher-education-online/ 

Victorson, D., Banas, J., Smith, J., Languido, L., Shen, E., Gutierrez, S., Cordero, E., & Flores, L. (2014, December). eSalud_Culturally Tailored Design and Implementation Considerations for eHealth Interventions with Latino Populations. American Journal of Public Health, 104(12), 2259-2265. 

Banas, J.R. & York, C.S. (2014). The impact of authentic learning exercises on preservice teachers’ motivational beliefs towards technology integration. International Journal of Information and Communication Technology Education, 10(3), 60-76.

Banas, J. R. (2014). The influence of collaborative, authentic learning exercises on preservice teachers’ self-efficacy and intentions to intervene into and prevent bullying in their future schools.American Journal of Health Education, 45(4), 239-248.

Banas, J. R. & Velez-Solic, A. M. (2012). Designing effective and efficient online instructor training and professional development. In L. Kyei-Blankson and S. Keengwe (Eds.) Learning by doing: Professional development in online learning environments. Hershey, PA: IGI Global.

Banas, J. R. & Brown, C. A. (2012). Web 2.0 visualization tools to stimulate generative learning. In D. Polly, K. Persichitte, & C. Mims (Eds.), Technology in teacher education. Hershey, PA: IGI Global.

Banas, J. R. (2011). Standardized, flexible design of electronic learning environments to enhance learning efficiency and effectiveness. In A. Kitchenham (Ed.) Blended and mobile learning across disciplines: models for implementation (pp. 66-86). Hershey, PA: IGI Global.

Beaty, L.A. (in preparation). Impact of sports on minority students' social and academic behaviors.

Beaty, L.A. (2012). Handbook of counseling research design and methods. Unpublished manuscript.

Beaty, L.A., and Alexayev, E.B. (2008). Bullying in schools: What the research tells us.  Adolescence, 43, 1-11.

Fruehling, J.A., Giblin, J.J., Beaty, L.A., and Currier, K.  (2005).  Application for U.S. Rehabilitation Services Administration Rehabilitation Capacity Building Grant.

Beaty, L.A. (2002). Development counseling: The young adult period.  ERIC Clearinghouse of Counseling and Student Services (ED 461 803).

Beaty, L.A. (1999). Commentary on “In the Dark.” Matilda Ziegler Magazine for the Blind, 93(8), 52

Perlow, O., Wheeler, D. I., Bethea, S.L., Scott, B. M. (2018). Black Women's Liberatory Pedagogies: Resistance, Transformation and Healing Within and Beyond the Academy. Switzerland: Palgrave, Macmillan.

Bethea, S. L. (2018). Kuja Nyumbani (Coming Home): Using African-Centered Pedagogy to Educate Black Students in the Academy. In Perlow, O., Wheeler, D. I., Bethea, S.L., Scott, B. M. (eds). Black Women's Liberatory Pedagogies: Resistance, Transformation and Healing Within and Beyond the Academy. Switzerland: Palgrave, Macmillan.

Tavakoli, S., Mei-Whei Chen, M., Zook, N., Bethea, S. L. (2015). Attachment, combat exposure, and post-trauma cognitions as predictors of PTSD and PTG in Veterans.Journal of Military and Government Counseling. (3) 2, 113-130.

Bethea, S. L., Payne, M. (2015). Children’s defense fund: Oakland freedom school.  In Shujaa, M. (Ed.) Encyclopedia of African cultural heritage in North America. Thousand Oaks: Sage.

Perlow, O., Bethea, S., & Wheeler, D.  (2014). Dismantling the master’s house: Black women faculty challenging white privilege/supremacy in the college classroom. Understanding and Dismantling Privilege.  

Bethea, S. L. (2013). Illumination of the Spirit: The evolution of an African centered social justice counselor. In J. Carlson & J. Kottler (Eds.), Helping Beyond the 50-Minute Hour: Therapists Involved in REAL Social Action.  New York: Routledge, 2012.

Bethea, S. L. (2013). Past & present societal influences on black couples that impact sex, love, and intimacy. In K. Helm & J. Carlson (Eds.), Love, Intimacy, Sex and the African American Couple. New York: Routledge.

Bethea, S. L. (2012). The impact of Oakland freedom school’s summer youth program on the psychosocial development of African American youth.  Journal of Black Psychology, 38(4), 442-454.

Bethea, S. L. (2008). A chronology of the education of Black people in Illinois to1874.  Illinois Transatlantic Slave Trade Commission 2008 Report II: v2.

Bethea, S. L. (2008). Writings of Baffour Amakwa Tia II [Asa Hilliard], Ph.D.  Illinois Transatlantic Slave Trade Commission 2008 Report II: v2.

Smith, S. M., & Bethea, S. L. (2004). The emotionally intelligent educator.  NABTE Review, 31, 69-75.

Beyda-Lorie, S. D., Kritikos, E., & Messerer, J. (2011). Preparing special educators to infuse real life issues into the K-12 curriculum. Learning Disabilities: A Multidisciplinary Journal, 17 (1), 5-16.

Beyda Lorie, S. D. (2010). Behavior assessment. In E. Papoutsis Kritikos (Eds.), Special education assessment: Issues and strategies affecting today’s classrooms. Upper Saddle River, NJ: Merrill.

Beyda, S. D., & Lee, D. (2007). Administrator beliefs about students referred for classroom disruption. Learning Disabilities: A Multidisciplinary Journal, 14 (4), 255-264.

Beyda Lorie, S. D., Papoutsis Kritikos, E., Messerer, J., & LeDosquet, P. (2007). Curriculum infusion of real life issues for students with exceptionality. Network for the Dissemination of Curriculum Infusion. Northeastern Illinois University. Chicago, Ill.. Prepared as part of dissemination for the Fund for the    Improvement of Post Secondary Education (FIPSE) 2003-2006 grant.

Beyda, S. D. (2003) The use of theatre as an instructional strategy in the content areas for students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 12, 65-74.

Beyda, S. D., Zentall, S. S., & Ferko, D. K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral difficulties. Behavior Disorders, 27, 236-255..

Beyda, S.D. (2002). Dramatic improvisation for students with EBD: A means for addressing individual and classroom goals. Beyond Behavior, 11, 34-38.

Stormont, M., Zentall, S.S., Beyda, S., Javorsky, T., & Belfiore, P. (2000). Playground contexts for aggression for preschoolers with hyperactivity. Journal of Behavioral Education, 10, 37-48.

Beyda, S. D., & Zentall, S. S. (1998). Administrative responses to AD/HD. Reaching Today’s Youth: The Community Circle of Caring Journal, 2, 31-36.

Bloom, Z. D., & Lambie, G. W. (2020). The adolescent measure of empathy and sympathy in a sample of emerging adults. Measurement and Evaluation in Counseling and Development. 53(2). 89-103. doi:10.1080/07481756.2019.

Bloom, Z. D., & Dillman Taylor, D. (2020). The Online Dating Intensity Scale:  Exploratory factor analysis in a sample of emerging adults. Measurement and Evaluation in Counseling and Development. 53(1). 1-16. doi:10.1080/07481756.2019.1640614.

Bloom Z. D., Blount, A. J., Dillman Taylor, D., & Lipkin, G. (2019). The Sexual Values and Behaviors Discrepancy Model. Journal of Counseling Sexology & Sexual Wellness: Research, Practice, and Education, 1(2), doi:10.34296/01021025.

Bloom, Z. D., McNeil, V., Flasch, P., & Sanders, F. (2018) A comparison of empathy and sympathy between counselors-in-training and their non-counseling academic peers. The Professional Counselor. 8(4), 341-354. doi:10.15241/zdb.8.4.341. 

Ali, S. & Bloom, Z. D. (2018). Creative approaches to address online dating in counseling.  Journal of Creativity in Mental Health. doi:10.1080/15401383.2018.1535922.

Greene, J. H., Graham, Jr, J. M., Hundley, G., Zeligman, M. R., Bloom, Z. D., & Ayres, K.  (2018). Counseling clients with Dissociative Identity Disorder: Experts share their experiences. Journal of Counselor Practice. 9(1), 39-63. doi:10.22229/zpc72809.

Zeligman, M., Greene, J. H., Hundley, G., Graham, Jr, J. M., Spann, S., Brickley, E., & Bloom, Z.  D. (2017). Lived experiences of men with dissociative identity disorder.  Adultspan. 16(2), 65-79. doi:10.1002/adsp.12037.

Dillman Taylor, D., Blount, A. J., & Bloom, Z. D. (2017). Examination of student outcomes in  play therapy: A qualitative case study design. International Journal for the Scholarship of Teaching and Learning. 11(1), 1-5.

Ali, S., Lambie, G. W., & Bloom, Z. D. (2017).  An exploratory factor analysis of the  Sexual Orientation Counselor Competency Scale: Examining the variable of experience. The Professional Counselor. 7(3) 208-222. doi: 10.15241/sa.7.3.223.

Bloom, Z. D., Gutierrez, D., & Lambie, G. W. (2017). An analysis of the factor structure and validity of the Attitudes Toward Erotica Questionnaire with a sample of counseling professionals. Measurement and Evaluation in Counseling and Development. 50(1-2), 35-47. doi: 10.1080/07481756.2017.1321922.

Bloom, Z. D., Gutierrez, D., Lambie, G. W., & Ali, S. (2016). Counselors’ comfort with sexuality, attitudes towards pornography, and propensity to assess for issues related to client pornography use. Journal of Mental Health Counseling. 38(4), 327-345. doi: 10.17744/mehc.38.4.04.

DeLorenzi, L., Daire, A., & Bloom, Z. D. (2016). Predicting treatment attrition for child sexual abuse victims: The role of child trauma and co-occurring caregiver intimate partner violence. Counseling Outcome Research & Evaluation. 7(1), 40-52.

Flasch, P., Bloom, Z. D., & Holladay, K. (2016). Self-efficacy of counselor trainees in pre-practicum: A phenomenological study. Journal of Counselor Practice. 7(1), 1-20.

Bloom, Z. D., Gutierrez, D., & Lambie, G. W. (2015). Sexual Opinion Survey: An exploratory factor analysis. American Journal of Sexuality Education, 10(3), 242-260.

Bloom, Z. D., & Dillman Taylor, D. (2015). New problems in today’s technological era: An Adlerian case example. Journal of Individual Psychology, 71(2), 163-173.

Bloom, Z. D., & Hagedorn, W. B. (2015) Male adolescents and contemporary pornography: Implications for marriage and family counselors. The Family Journal: Counseling and Therapy for Couples and Families, 23(1), 126-144.

Homrich, A. M., DeLorenzi, L. D., Bloom, Z. D., & Godbee, B. (2014). Making the case for standards of conduct in clinical training. Counselor Education and Supervision, 53(2), 126-144.

Bultinck, H.J., & Bush, L.H. (under contract). The Respected School Leader. New York, NY: Routledge Taylor & Francis Group.

Bultinck, H.J. (2013, January/February). Good-bye, Type 75; Hello endorsements. The Illinois School Board Journal, 81, PP 24-27.

Bultinck, H.J., & Bush, L.H. (2009). 99 Ways to Lead and Succeed: Stories and Strategies for School Leaders. Larchmont, NY: Eye One Education.

Chakonas, E.P.    (Winter 2007) “Literacy Methods Preparation of Pre-Service Teachers:  Illinois Reading Council’s (IRC) Student Members’ Perspectives”. Eastern Education Journal.

Arnoff, K., Ed.  (2007)  So To Teach:  Inspiring Stories that Touch the Heart.  Kappa Delta Pi Publications.  “Teacher, My Name is Evangelia”, pp. 81-84.

Chakonas, E.P.   (Spring 2007)   “Are You Raising Good Greek Sons?”.  Mia Magazine.

Chakonas, E.P.   (Winter 2006)   “Electra, Plato, Stacy and Christina:  Meet the Characters in Books Featuring  Greek Children”.  Mia Magazine.

Chakonas, E.P.  (Fall 2006).    “The Greek Orthodox Churches of the Chicago Archdiocese”.  Mia Woman Magazine, , pp. 31-32.

Chakonas, E.P.  (Summer 2006).    “Words of Wisdom”.  Mia Woman Magazine , pp. 100-101.

Chakonas, E.P.   (Spring 2006. vol. 13).   “Principles of Effective Teaching”.  New Teacher Advocate,, pp. 8-9. 

Chakonas, E.P.  (Winter 2006).  “You Know Who You Are:  A Greek Girl Finds Herself Renamed”.    Mia Woman Magazine.

Chakonas, E.P.  (Winter 2006).  “Teacher, My Name is Evangelia”.  Kappa Delta Pi Record, p. 96.

Perino, F., Chakonas, E.P.  (Summer 2006, vol. XIII)  “A Qualitative Analysis of Pre- Service Teachers’ Responses to Program Effectiveness”.  Critical Issues in Teacher Education,  the journal  of the Illinois Association of Teacher Educators.

Chakonas, E.P.  (2005). “Growing Up Greek in Chicago:  A First Grader’s Perspective”.  Greektown Chicago: Its History-Its Recipes, by Alexa Ganakos, p. 32.

Passman, R., McKnight, K.S., & Chakonas, E.P. (Summer 2005).  Nouns do Noun-y Things:  A preliminary model for introducing a discourse of grammar(s) of  English in middle school language arts classrooms.  Illinois English Bulletin.

Chakonas, E.P.  (Fall 2004).  “Mentoring Pre-Service Teachers:  The Role of the Professional  Organization”.    Illinois ASCD Newsletter.

October 1982     Curriculum Review     Review of Developmental Learning Materials Reading to Learn:    Focus on Being a Consumer

August/September 1982  Curriculum Review    Review of Pitman Learning SporTellers

February 1982 Curriculum Review     Review of How To Increase Reading Ability

November 1981  Curriculum Review     Review of Holt Reading Skills for the Content Areas

June 1981      Curriculum Review      Review of Holt, Rinehart and Winston Discovering Language   with Children

November 1980    Curriculum Review       Review of SRA Reading for Understanding Kit

November 1980   Curriculum Review       Review of Series R:  Macmillan Reading Program

February 1980      Curriculum Review     Review of Modern Curriculum Press Phonics is Fun Program

December 1979      Curriculum Review      Review of Harcourt, Brace and Jovanovich Bookmark Reading  Program

May 1979    Curriculum Review      Review of Learnco’s Reading and Classifying Words

December 1978     Curriculum Review      Review of Rand McNally’s Young America Basic Reading Series

Chaudhri, A., and Teale, W.H. (2013).  Stories of multiracial experiences in literature for children, ages 9-14. Children's Literature in Education. 44(4), 359-376.

Chaudhri, A. (2013).  Transplanted: Stories of refugee experiences.  Book Links. September.

Chaudhri, A. (2017). Multiracial Identity in Children’s Literature. Routledge. New York, NY.

Chaudhri, A. & Schau, N. (2016) Imaginary Indians: Representations of Native Americans in Scholastic Reading Club. Children’s Literature in Education. 47 (1), 20 – 37.

Chaudhri, A. (2013).  Growing mixed/up: Multiracial identity in children's and young adult literature. In J. Naidoo & S. Park Dahlen (Eds.). Diversity in youth literature: Opening doors through reading.  ALA Editions.

Chaudhri, A. (2013).  Multiracial characters.  Book Links. January.

Chaudhri, A. (2011, Summer).  Straighten up and fly right: Heteromasculinity in the Watsons go to Birmingham-1963.  Children's Literature Association Quarterly.   Vol. 36, No. 2.

Chen, M., & Giblin, N. (2014). Individual counseling: Skills and techniques (2nd edition). Denver, Colorado: Love Publishing.

Chen, M., & Rybak, C. (2004). Group leadership skills: Interpersonal process in group counseling and therapy. Belmont, CA: Brooks/Cole.

Chen, M., & Han, Y.S. (2000). Cross-cultural group counseling with Asians:  A stage-specific interactive approach. Journal of Specialist in Group Work, 26, 111-128.

Chen-Hayes, S.F., Chen, M., & Athar, N. (2000). Challenging linguicism: Action strategies for counselors and client-colleagues. In Lewis, J., & Bradley L.  (Eds.). Advocacy in counseling (pp. 25-35). Greensboro, NC:  Caps Publications.

Oliveira, A., Akerson, V., Colak, H., Pongsanon, K., & Genel, A. (2012) The implicitcommunication of nature of science and epistemology during inquiry discussion.Science Education,1-32.

Akerson, V. L., White, O., Colak, H., & Pongsanon, K. (2011, April). Relationships between elementary teachers’ conceptions of scientific modeling and the nature of science. In M. S. Khine and I. M. Saleh (Eds) Models and modeling: Cognitive tool for scientific inquiry. Netherlands: Springer.

Colak, H. (2009).Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students. Germany: Lap Lambert Academic Publishing.

Kazempour, M., Amirshokoohi, A., & Colak, H. (2009). Turkish preservice and in-service teachers’ beliefs about inquiry. The International Journal of Learning, 16, 7, 435-444.

Contos, L. (2019). Using Narrative Therapy Tools with Latino Youth and Families. Association for Child and Adolescent Counseling in Illinois, May, 2019. 

Contos, L. (2018). NBCC White Earth Institute: Native American Healing Practices. GSU-ICA Chapter, 3(1), 6. 

Contos, L. (2017). Mindfulness: The value of small present moments for gifted youth. Illinois Association for Gifted Youth Spring 2017 Courier.

Contos, L. (2017). Intergenerational Trauma. Association for Child and Adolescent Counseling ACA Division, February 2017. 

Contos, L. (2016). Fostering Self-Efficacy in Children. Association for Child and Adolescent Counseling ACA Division, October 2016. 

Contos, L. (2016). From Professional Identity to Professional Voice. AMHCA Graduate Student Blog, April, 2016. 

Contos, L. (2016). Anti-Cyberbullying: I Am a Witness. Association for Child and Adolescent Counseling, ACA Division, March, 2016. 

Contos, L. (2015). Interventions to Improve Executive Function. Association for Child and Adolescent Counseling ACA Division, 2(2) 8. 
 

Cortez, G.A. (2013). Occupy Public Education: A Community's Struggle for Educational Resources in the Era of Privatization. Equity & Excellence in Education, 46(1), PP 7-19.

Cortez, G.A. (Spring 2013). Re-framing, Re-imagning, and Re-tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce. Current Issues in Comparative Education, 15(2), PP 84-95.

Dawley-Carr, J. R. & Blum, D. (2017). If Betsy DeVos Met Ena Elsa Velázquez. Cuba Counterpoints. 

Blum, D. & Dawley-Carr, J. R. (2016). Teachers Wanted. Cuba Counterpoints. 

Blum, D., Smith, R. & Dawley-Carr, J. R. (2016). Being a “good Cuban”: Socialist citizenship education in a globalized context. In Choo, S., Vinz, R., Sawch, D., & Villanueva, A. (Eds.), Educating for 21st Century Global Capacities: International Perspectives and Capacities (pp. 281-296). New York City: Springer.

Books:
Duggan, T. J. (2013). Advanced Placement classroom: Lord of the Flies. Waco, TX: Prufrock Press.

Duggan, T. J. (2012). Advanced Placement classroom: Julius Caesar. Waco, TX: Prufrock Press.

Duggan, T. J. (2008). Advanced Placement classroom: Hamlet. Waco, TX: Prufrock Press.

Book Chapters:
Duggan, T. J. & Smith, J. (under review). Finding a light in the Night: An opportunity for the arts to illuminate the way. In Pamela Hartman and Jeff Spanke (eds.). Cultivating democratic literacy through the arts: Guiding preservice teachers towards innovative learning spaces in ELA classrooms.

Duggan, T. J. & Valentín-Espiet, N. (2022). “These are the forgeries of jealousy”: Nature out of balance. In Rebecca Young (ed.). Literature for change: How educators can prepare the next generation for a climate-challenged world. Lanham, MD: Lexington Books (Rowman and Littlefield).

Duggan, T. J. (2019). Musical adaptations and explorations in the English classroom. In Katherine J. Macro & Michelle Zoss (eds.). A symphony of possibilities: A handbook for arts integration in secondary English language arts. Urbana, IL: NCTE.

Duggan, T. J. (2017). Welcome to Illyria, all. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 101-104.

Duggan, T. J. (2017). Achieving greatness. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 150-154.

Duggan, T. J. (2017). Battle of The Bard: Teenagers, Shakespeare, community, and the power of narrative. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 280-284.

Duggan, T. J. (2017). Cabaret, consciousness, and the pursuit of excellence. In Shakespeare 400 Chicago: Reflections on a city’s celebration of Shakespeare. Chicago, IL: Chicago Shakespeare Theater, 303-306.

Duggan, T. J. (2016). M.A.S.T.E.Ring the art of music integration. In L. L. Johnson & C. Z. Goering (eds.). Recontextualized: Teaching English with music. Rotterdam, Netherlands: Sense Publishers, 51-64.

Peer Reviewed Journal Articles:
Duggan, T. J. & Goering, C. Z. (Mar. 2021). Song: What about the kids? English Journal 110(4), 77-78.

Duggan, T. J. (Nov. 2018). Making school work that students value. English Journal 108(2), 31-38.

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA, corporate Influence, and the cooptation of teacher education. Teacher’s College Record.

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates? edTPA, localized knowledge, and the outsourcing of teacher evaluation. Teacher’s College Record.

Fayer, L., Zalud, G., Baron, M., Anderson, C. M. & Duggan, T. J. (2011). Student perceptions of the use of inquiry practices in a biology survey laboratory course. Journal of College Science Teaching 41(2), 20-26.

Duggan, T. J. (2009). Conferences 101: Take a classic and make it current. Illinois English Bulletin 96(2), 11-27.

Duggan, T. J. (2008). Ethics and teaching English language arts: An exploration. English Journal 97(6), 18-19.

Duggan, T. J. (2007). Ways of knowing: Exploring artistic representations of concepts. Gifted Child Today 30(4), 56-63.

Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher 59, 462-470.

Duggan, T. J. (2006). Deepening the experience: Adding individual and group projects to gifted summer camp. Curriculum Division Newsletter, National Association for Gifted Children.

Duggan, T. J. (2005). Curriculum, testing, and standards. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3457 April 5, 2005.

Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website,
http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=3048. January 4, 2005.

Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, http://www.sdpb.org/Archives/ProgramDetail_learning.asp?ProgID=2404. September 9, 2004.

Duggan, T. J. (2003). Drama workshop in the English classroom: Studying Shakespeare through the eyes of actors and directors. Shakespeare 10(3), 10-12.

Book Reviews:
Duggan, T. J. & Schultz, B. S. (2018). Turning minefields into fields of opportunity: A review of Can I teach that? Negotiating taboo language and controversial topics in the English language arts classroom. Midwest Educational Research. AERA.

Music:
Obscurity. Tim Duggan Music, 2014
A collection of original folk music.

Language Arts 201. Tim Duggan Music, 2008
A collection of songs and sonnets from Shakespeare and other famous poets.

Watching Time Walk. Toadsong Music, 2005. With Kevin Doyle and Scott Liebers. 
    Full-length CD recording of original music. 

Language Arts 101. Tim Duggan Music, 2003. 
A collection of songs and sonnets from Shakespeare and other famous poets.

Natural Progression. Toadsong Music, 1996. With Kevin Doyle.
    Full-length CD recording of original music.

Something Out There. Toadsong Music, 1994. With Kevin Doyle.
    Full-length CD recording of original music.

Ermis-Demirtas, H., Luo, A., & Huang, Y. J. (Accepted, 2021). The trauma of COVID-19 fueled discrimination: Posttraumatic stress in Asian American adolescents. Professional School Counseling. 

Ermis-Demirtas, H., Smith, R. L., & Watson, J. C. (Accepted, 2021). Development and initial validation of the Multidimensional Sense of Emptiness Scale. The Counseling Psychologist. 

Ermis-Demirtas, H. (2021). Advocating for Muslim American students in school settings: Practical recommendations for school counselors and educators. In M. Rausch and L. Gallo (Eds.)

Strengthening school counselor advocacy and practice for important populations and difficult topics (pp.). Igi-Global. https://www.igi-global.com/chapter/advocating-for-muslim-american-stude…;

Schmidt, E., Smith, R. L., Ratanavivan, W., & Ermis-Demirtas, H. (2019) A STEM achievement motivation program: Perspectives of elementary school students. Professional School Counseling, 23. https://doi.org/10.1177/2156759X19894585

Ermis-Demirtas, H. (2018). Establishing content-related validity evidence for assessments in counseling: Application of a sequential mixed-method approach. International Journal for the Advancement of Counselling. https://doi.org/10.1007/s10447-018-9332-4 

Ermis-Demirtas, H., Watson, J. C., Karaman, M. A., Freeman, P., Kumaran, A., Haktanir, A., & Streeter, A. M. (2018) Psychometric properties of the Multidimensional Scale of Perceived Social Support in Hispanic college students. Hispanic Journal of Behavioral Sciences. https://doi.org/10.1177/0739986318790733 

Haktanir, K., Watson, J. C., Ermis-Demirtas, H., Kumaran, A., Streeter, A. M., Freeman, P., & Karaman, M. A. (2018) Resilience, academic self-concept and college adjustment among first-year students. Journal of College Student Retention: Research, Theory, and Practice. https://doi.org/10.1177/1521025118810666 

Gilfillan, B. H., Das, B., Erickson, D., & Gupta, K. (Accepted 2021). Involving Families in the Post-Secondary Planning Process: A Case Study. Professional School Counseling.

Das, B., & Gilfillan, B. H. (2021). Utilizing family systems theory in college readiness counseling. Mid-Western Educational Researcher, 33(1), 71-82.
https://www.mwera.org/MWER/volumes/v33/issue1/MWER-V33n1-Das-COMMENTARY.pdf 

Bigelow, T. M., Das, B., Gilfillan, B. H., Forziat-Pytel, K., Galvan, A., & Kim, S. R. (2021). Wellness-based writing retreats: Promoting academic productivity across professional stages within counselor education. Journal of Creativity in Mental Health. https://doi.org/10.1080/15401383.2021.1924096

Mason, E. C. M., Cheatham, C. B., Gilfillan, B. H., Gueh, B. B., Henderson, H. B., & Robertson, A. (2021). School Counselors as Leaders: Best Practices for Developing Postsecondary Readiness Programming. In E. M. Hines, & L. Owen (Eds.), Equity-Based Career Development and Postsecondary Transitions: An American Imperative. IAP.

Gilfillan, B. H., Kim, S. R., & Prescod, D. J. (2020). International College Options: An influential professional development program for school counselors. Journal of School Counseling, 18(3), 1-23. http:/www.jsc.montana.edu/articles/v18n3.pdf 

Fleming, A. F., Phillips, B. N., Gilfillan, B. H., Gray, J., & McCloskey, M. (2020). Positively engaged pathways: A brief pre-employment intervention for transition age youth with disabilities. Rehabilitation Research, Policy, and Education, 34(4), 284-296. https://doi.org/10.1891/RE-19-33

Prescod, D. J., Gilfillan, B. H., Belser, C., Orndorff, R., & Ishler, M. (2019). Career decision-making for undergraduates enrolled in career planning courses. College Quarterly, 22(2), 1-14. https://files.eric.ed.gov/fulltext/EJ1221402.pdf  
 
Gilfillan, B., & Schultz, K. (2019). Counseling the transnational applicant. In J. Mathis, R. M. Rall, & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (5th ed.). NACAC.

Bryan, J., Griffith, D., Henry, L., & Gilfillan, B. (2019). School-family-community partnership strategies for promoting college readiness and access.  In J. Mathis, R. M. Rall, & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (5th ed.). NACAC.

O’Sullivan, D., Gilfillan, B., & Henry, J. (2019). Personality assessment in clinical rehabilitation and mental health settings.  In D. Strauser & F. Chan (Eds.), Assessment in Rehabilitation and Mental Health Counseling. Springer Publishing.

Gilfillan, B. H. (2018). School counselors and college readiness counseling. Professional School Counseling, 21(1), 1-10. https://doi.org/10.1177/2156759X18784297 

Peer Reviewed Articles:

Hallett, Jill. 2013.  Constructing “Remorse”: The preparation of social discourses for public consumption.  Text and Talk 33(2): 189-212.

Hallett, Jill. 2012. A Cross-Cultural Analysis of Language, Literature, and Identity.  Aligarh Journal of Linguistics, 2.

Hallett, Jill. 2011. More attention, this issue needs: Indo-Aryan constituent order transfer in English.  Southern Journal of Linguistics 35(1), 1-46.

Lichtman, Karen; Chang, Shawn; Cramer, Jennifer; Crespo del Rio, Claudia; Huensch, Amanda; Hallett, Jill. 2010. IPA Illustration of Q’anjob’al.  Studies in the Linguistic Sciences: Illinois Working Papers 2010: 1-23. Available online at http://hdl.handle.net/2142/17090.

Hallett, Jill. 2009. Packaging social worlds: Micro- and macro-social replication in mass-mediated discourse.  Studies in the Linguistic Sciences: Illinois Working Papers 2009: 58-80. 

Chapters in Edited Volumes:

Hallett, Jill. (forthcoming) Language, Identity, and the American Classroom.  In Nehal, Raashid (ed.), Cross Cultural Issues in ELT.  New Delhi: BookShelf.

Hallett, Jill and Richard Hallett. 2013. Political Identity Gone Viral: Indian and International H1N1 Cartoons.  In Hasnain, Imtiaz, Sangeeta Bagga-Gupta, and Shailendra Mohan (eds.),  Alternative Voices:(Re)searching Language, Culture, and Identity. Newcastle, UK: Cambridge Scholars.  120-151.

Hallett, Jill. 2012. It’s a Special Kind of Frog: Co-creating Teaching Materials for the Q’anjob’al in Diaspora.  Proceedings of the Second Symposium on Teaching and Learning Indigenous Languages of Latin America/ Actas del Segundo Simposio sobre Enseñanza y Aprendizaje de Lenguas Indígenas de América Latina. Available online at http://kellogg.nd.edu/STLILLA/proceedings/Hallett_Jill.pdf.

Hallett, Jill and Richard Hallett. 2012. Metaphors and topoi of H1N1 (swine flu) political cartoons: A cross-cultural analysis.  In Bramlett, Frank (ed.), Linguistics and the Study of Comics.  New York: Palgrave MacMillan.

Cramer, Jennifer and Hallett, Jill. 2010. From Chi-Town to the Dirty-Dirty: Regional Identity Markers in U.S. Hip Hop.  In Terkourafi, Marina (ed.), The Languages of Global Hip Hop.  London: Continuum.

Hallett, Jill. 2010. Codeswitching in Diasporic Indian and Jewish English-Language Media.  In Facchinetti, Roberta, David Crystal and Barbara Seidlhofer (eds.), Global English. Theoretical Aspects and Cross-Linguistic/Cultural Case Studies.  Frankfurt: Peter Lang.

Hallett, Jill. 2009. New voices in the canon: The case for including world Englishes in literature. In Lucia Siebers & Thomas Hoffman (eds.) World Englishes: Problems, properties, prospects. Amsterdam/ Philadelphia: John Benjamins.

Peer-reviewed publications

Published:

Hand, K. E. (March, 2014). Building confident teachers: Pre-service physical education teachers’ efficacy beliefs. Journal of Case Studies in Education, 6, 1-9.

Hand, K. E. & Stuart, M. E. (October, 2012). Early career physical education teacher efficacy. Journal of Case Studies in Education, 4, 1-10.

Stuart, M.E. & Lieberman, L.J., Hand, K.E. (April, 2006). Parent-child beliefs about physical activity among families of children with visual impairments.  Journal of Visual Impairments and Blindness, 100(4), 223-234.

Lieberman, L., Stuart, M.E., Hand, K.E., & Robinson, B. (December, 2006). An investigation of the motivational effects of talking pedometers among youth with visual impairments and deafblindness. Journal of Visual Impairment and Blindness, 100(12), 726-736.

Published abstracts

Stuart, M.E., Lieberman, L.J, Hand, K.E. (2005). A qualitative investigation of the motivational effects of using a talking pedometer among children with visual impairments. Research Quarterly for Exercise and Sport, 76, 119.

Research/Professional Presentations

Stuart, M. E. & Hand, K.E. (March 2016). Understanding Bullying in the Physical Education Setting: Bystander Efficacy, SHAPE America, Minneapolis, Minn.

Hand, K.E. (November 2015). Assessment in PE in REAL Time: Making assessments work while still in the act of teaching. Illinois Association of Health, Physical Education, Recreation, and Dance (IAHPERD), St. Charles, Ill.

Hand, K.E. (November 2015). FLIPPED PE! – Flipping is more than a physical skill in PE. Illinois Association of Health, Physical Education, Recreation, and Dance (IAHPERD), St. Charles, Ill.

Hand, K.E. (2014, March). Building Confident Teachers: Preservice Physical Education Teachers’ Efficacy Beliefs Following Clinical and Student Teaching. AABRI International Conference, San Antonio, Texas

Hand, K.E. (2013, February). Achieving Fitness Through Adventure Activities (half day workshop), Presentation with four NEIU undergraduate PETE students. T.E.A.M. Conference, Northeastern Illinois

Hand, K.E. (2012, November). Fitness Using Adventure Activities…It Does a Body Good! Illinois Association of Health, Physical Education, Recreation and Dance State Convention, St. Charles, IL. (This presentation will be co-presented with five of our UG students in leadership roles with activities and participants.)

Stuart, M.E. & Hand, K.E. (2012, March). Bullying…What Does it Look Like in Physical Education? Bullying Prevention Workshop, Northeastern Illinois University, Chicago, Ill.

Hand, K.E. (2012, February) Intro to Achieving Fitness with Adventure Activities, Presentation with two NEIU undergraduate PETE students. T.E.A.M. Conference, Northeastern Illinois, Chicago, Ill.

Hand, K.E. (2011, November). Making Fitness Fun! Using Adventure Activities to Achieve Fitness. Illinois Association of Health, Physical Education, Recreation and Dance State Convention, St. Charles, Ill. (This presentation was co-presented with six of my UG students leading activities with participants.)

Hand, K.E. (2011, October). Individual and Contextual Sources of Beginning Physical Education Teacher Efficacy. Academic and Business Research Institute Conference, Las Vegas, N.V.

Hand, K.E. (2011, February). Does Your Brain Care What Your Body is Doing? T.E.A.M. Conference, Northeastern Illinois University, Chicago, Ill.

Stuart, M. E. & Hand, K. E. (2010, March). Coaching the Mental Side of Sport. National Convention of the American Alliance of Health, Physical Education, Recreation, and Dance, Indianapolis, Ind.

Stuart, M.E., Lieberman, L.J., Hand, K.E. (2005, April). A qualitative investigation of the motivational effects of using a talking pedometer among children with visual impairments. Research consortium paper presented at the American Alliance for Health, Physical Education, Recreation, and Dance National Convention, Chicago, Ill.

Stuart, M.E., Hand, K.E., & Lieberman, L.J. (2004, October). Parent-child beliefs about physical activity: An examination of families of children with visual impairments. Paper presented at the North American Federation of Adapted Physical Activity, Thunderbay, Ontario.

Articles published

>"Reaching potentials:  Effective strategies for cultivating student teachers' creativity in teaching art"

>"Lesson plan writing"

>"Educating Early Childhood Teacher Education Students for the Global World"

>"Portfolio assessment in early childhood"
 

Holland, N. E.  (2011)."The Power of Peers: Influences on Postsecondary Education Planning and Experiences of African American Students" in Urban Education, Volume 46, Issue 5, September, 2011, pp.1029-1055.

Holland, N. E. (2011). “Lessons Learned: Influences of Human Capital in Urban Students’ High School-to-College Transitions.”inIllinois Committee on Black Concerns in Higher Education (ICBCHE) journal issue, Linking the Educational Pipeline: From Pre-K to College and Beyond, Volume 26, Number 1, pp. 32-45.

Holland, N. E. (2010). “Postsecondary Education Preparation of Traditionally Underrepresented College Students: A Social Capital Perspective.”  Journal of Diversity in Higher Education, Volume 3, Number 2, pp.111-125.

Holland, N. E.and Farmer-Hinton, R. L. (2009). “Leave No Schools Behind: The Importance of a College Culture in Urban Public High Schools.”  The High School Journal, Volume 92, Number 3, pp. 24-43.

Farmer-Hinton, R. L. and Holland, N. E. (2008).“The Influence of High School Size on Access to Postsecondary Information, Conversations, and Activities.”  American Secondary Education, Volume 37, Number 1, pp. 41-61.

Holland, N. E. (2008) “Déjà Vu: Segregation and Inequality in America’s Public Schools.” The Sophist’s Bane, Volume Four, Numbers One and Two, pp.20-29.

Holland, N.E.(2008)“Refocusing Educational Assessments on Teaching and Learning, Not Politics” The Educational Forum, Volume 72, Number 3, 215-226.

Holland, N. E.(2007)“Reflections on Urban High School Students’ Post-Secondary Transitions:  A Theoretical Capital Perspective.”  The International Journal of Innovative Higher Education.  Volume 20, June 2007, pp 25-33.

Holland, N.E. (2006).  “Documenting Data:  Infusing Research Strategies Into Field-Based, Teacher Training Activities.”  Teaching & Learning: The Journal of Naturalistic and Reflective Practice, v21 (1), pp 5-28.

Holland, N. E. (2002). “Small Schools: Transforming Teacher and Student Experiences in Urban High Schools, Chapter 3 in Reforming Chicago’s High Schools: Research Perspectives on School and System Level Change edited by Valerie E. Lee.  Consortium on Chicago School Research.  Chicago, Illinois.

Wasley, P.A., Fine, M., Gladden, M., Holland, N.E., King, S.P., Mosak, E., and Powell, L.C. (2000).  Small Schools: Great Strides -- A Study of New Small Schools in Chicago. Bank Street College of Education.  New York, New York.

Johnston, C.S., & Codina, M., & Haefke, D. (2016).  Employer validation of jobs allowing five-minute breaks each hour of the weekday.  The Rehabilitation Professional, 24(1), 5-16.  

Johnston, C.S. (2012). Applying the severity ratings of the Mental Residual Functional Capacity form to sustained remunerative employment. The Rehabilitation Professional, 20(1), 33-40.
 
Johnston, C.S. (2011). The vocational evaluator as an expert in social security. Vocational Evaluators and Career Assessment Professionals 14th National Issues Forum.
 
Johnston, C.S. (2010). The vocational evaluator in the forensic arena: Standards of Admissibility. VECAP, 6(2), 34-44.
 
Johnston, C.S. (2010). Rehabilitation Administration Long-Term Training Grant. United States Department of Education.
 
Johnston, C.S. (2010). Connecting work temperaments to the Social Security Administration's Mental Residual Capacity form. The Rehabilitation Professional, 18(4), 197-206.
 
Johnston, C. S. (2006). The need for a formal training program for vocational experts. The Rehabilitation Professional
 
Johnston, C.S. (2005). Establishing a formal training program to prepare rehabilitation counselors for expert testimony. Dissertation Abstracts International (citation information pending).
 
Johnston, C. S., & Growick, B. S. (2003). Utilizing vocational experts in employment discrimination cases. Journal of Forensic Vocational Analysis, 6(1), 27-40.
 
Johnston, C. S. (July/August/September 2003). Standards of practice: Daubert, Kuhmo, ethics, and the vocational expert. The Rehabilitation Professional, 11(3), 48-57.
 
Johnston, C.S., & Growick, B.S. (2003). The use of vocational experts by the Ohio Industrial Commission: Building a better employability assessment. Journal of Forensic Vocational Analysis, 6(2), 113-125.
 
Johnston, C. S., & Klein, M. A. (2002). Ethical dilemmas for the vocational expert: pathways to resolution. Journal of Forensic Vocational Analysis, 4 (1), 47-55.
 
Johnston, C. S., & Growick, B. S. (June 17, 2002). Using vocational experts in employment bias cases. Ohio Lawyers Weekly 3-13.

The Perceived Presence and Importance of the Herzberg Motivator-Hygiene Factors Among Chicago School Principals. (2001)

Kim, H. & Adler, R. (manuscript in progress), Promoting Future Teachers' Computational Thinking in STEM (funded by the NSF grant).

Slate, J., Hibdon, J., Mayle, S., Kim, H., & Sudha, S. (2019). A Multidisciplinary Approach to Incorporating Computational Thinking in STEM Courses for Preservice Teachers. In M. Realdon (Ed.), Integrating Digital Technology in Education: School-University-Community Collaboration (pp.1-25). Charlotte, NC: Information Age.

Adler, R & Kim, H. (2017). Enhancing future K-8 teachers’ computational thinking skills through modeling and simulations, Education and Information Technologies. 1-14. doi; https://doi.org/10.1007/s10639-017-9675-1

Kim, H. (2016). Inquiry-Based Science and Technology Enrichment Program for Middle School-Aged Female Students, Journal of Science Education and Technology. 25(2), 174- 186. doi:10.1007/s10956-015-9584-2.

Kim, H. (2015). Effects of Science and Engineering Practices on Science Achievement and Attitudes of Diverse Students including ELLs, National Association for Bilingual Education (NABE), Journal of Research and Practice, 6, 1-23. 

Kim, H. (2011). Inquiry based science and technology program: green earth enhanced with inquiry and technology. Journal of Science Education and Technology, 20, 803-814.

Kondellas, B., Fredericks, M., Fredericks, J. (2020). The Journey in the Establishment of the Kindergarten for the Blind: Michael Anagnostopoulos’ Contribution to the History of Educational Ideas. American Educational History Journal, 47, (2), 193-203.

Kondellas, B., Fredericks, J., & Fredericks, M. (In progress). The management and organization of a learning institution within the society, culture, personality [SCP] model.

Kondellas, B., Fredericks, J., Fredericks, M. (2014). The management and organization of a learning institution within the society, culture, personality [SCP] model. New Trends in Management in the 21 st Century, Monograph by Czestochowa University of Technology, Czestochowa, Poland, 13-22.

Fredericks, M., Ross, M., Kondellas, B., Hang, L., Fredericks, J., & Ward, B. (2013).  Health care professionals: A synthesis and integration of select concepts and theories in the study of mental illness through the society, culture, personality (SCP) model.  International Journal of Criminology and Sociology, 2, 87-96.

Fredericks, M., Kondellas, B., Fredericks, J., Langer, M., & Ross, M. (2013). The integration of select aspects of educational foundations as applied to health care education: A religious perspective. Education, 133 (3), 378-392.

Fredericks, M., Kondellas, B., Fredericks, J., Wloch, W., Hang, L., & Ross, M. (2012). Toward a select conceptual and theoretical examination of the team approach to organizational relationships within the society-culture-personality (SCP) model.  Human Resource Management and Corporate Competitiveness, Monograph by Szent Istvan University Godollo, Hungary, 13-22.

Kondellas, B., Fredericks, M., Fredericks, J., & Ross, M. (2011).  Serving the needs of diverse learners: An examination of Michael Anagnostopoulos’ contributions to the history of educational ideas.  American Educational History Journal, 38, (2), 447-457.

Fredericks, M., Kondellas, B., Hang, L., Fredericks, J., & Ross, M. (2011). Future chiropractic physicians: Toward a select conceptual understanding of bureaucratic structures and functions in the health care institution.  Journal of Chiropractic Humanities, 18 (2), 64-73.

Lodyga, M., Fredericks, M., Ross, M., & Kondellas, B. (2011).  Electronic medical records (EMR): Call for empathy in the patient-clinician relationship within a technological milieu: Implications for professional nursing practice.  Electronic Journal of Health Informatics, 6 (3), e 23.

Fredericks, M., Kondellas, B., & Fredericks, J. (2011).  The importance of communities and communication in the professionalization process within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.

Fredericks, M., Kondellas, B., & Fredericks, J. (2010). Toward a socio-psychological understanding of select organizational relationships and theories within the society, culture, personality [SCP] model. Humanization of Work and Modern Tendencies in Management, Czestochowa, Poland.

Fredericks, M., Lyons, L., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009). Chiropractic physicians: An analysis of select issues for the use of electronic medical records and the patient-practitioner relationship within the society-culture-personality model.  Journal of Chiropractic Humanities, 16 (1), 13-20.

Fredericks, M., Kondellas, B., Ross, M., Hang, L., & Fredericks, J. (2009).  Future chiropractic physicians: Toward a synthesis of select concepts in the behavioral sciences in health care and the society-culture-personality model for the 21st century.  Journal of Chiropractic Humanities, 16 (1), 5-12.

Kondellas, B. (2004). Michael Anagnostopoulos: Father of the kindergarten for the blind,” American Educational History Journal, 31 (2), 157-162.

-Flores-Marti, I. and Lopez-Carrasquillo, A. (2014). El sistema de evaluación en la educación física. EFDeportes.com, Revista Digital, 190.  Buenos Aires, Argentina. http://www.efdeportes.com/ Flores-Marti, I and Lopez-Carrasquillo, A. (2014). The evaluation system in physical education. EFDeportes.com, Revista Digital, 190. Buenos Aires, Argentina.

-López-Carrasquillo, A. (2013). Deconstructing the American Melting Pot: Promoting Civic Education and Ideals in the Bilingual Social Studies. Literacy Information and Computer Education Journal 4(3).

-Hubbard, T., Lopez-Carrasquillo, A., Christenson, M., Dallme, D., & Dyer, J. (2012). Shifting Roles of the GAs. In M. Johnston-Parsons (Ed.), Dialogue and difference in a PDS: A 16-year sociocultural study of an experimental teacher education program. Charlotte: Information Age Publishers.

-López-Carrasquillo, A. (2009). The planning process of a first generation Mexicana teacher in a bilingual social studies classroom in the United States. Journal of the Worldwide Forum on Education and Culture, 1(1), 83-91.

-López-Carrasquillo, A. (1996). Prácticas de aceptación y rechazo de estudiantes Dominicanos y Puertorriqueños en una escuela elemental en Puerto Rico [Practices of acceptance and rejection among Dominican and Puerto Rican students at one elementary school in Puerto Rico]. Revista de Ciencias Sociales de la Universidad de Puerto Rico [The University of Puerto Rico Social Sciences Magazine], 6, 141-164.

Maljak, K., Garn, A., McCaughtry, N., Kulik, N., Martin, J., Shen, B., Whalen, L., & Fahlman, M. (2014). Challenges in offering inner-city after-school physical activity clubs. American Journal of Health Education, 45(5), 297-307.

Garn, A., McCaughtry, N., Kulik, N.L., Kaseta, M., Maljak, K., Whalen, L., Shen, B., Martin, J., & Fahlman, M. (2014). Successful after-school physical activity clubs in urban high schools: Perspectives of adult leaders and student participants. Journal of Teaching in Physical Education, 33, 112-133. 

Whalen, L., McCaughtry, N., Garn, A., Kulik, N., Centeio, E.E., Maljak, K., …Martin, J.  (2016). Why inner-city high school students attend after-school physical activity clubs.  Health Education Journal 75(6), 639-651.

Lawston, J. and Meiners, E. (in press 2014). “Ending Our Expertise: Feminisms, Abolition and Scholarship.” Feminist Formations 26(2).

Meiners, E. (in press, 2014). “Trouble with the Child in the Carceral State.” Social Justice: A Journal of Crime Conflict and World Order 39 (2)

Boyd, Michelle and Meiners, Erica. (2013). “Reconstructions.” Lux.

Quinn, Therese and Meiners, Erica, (2013). “From Anti-Bullying Laws and Marriage to Queer Worlds and Just Futures.” QED: Journal of LGBTQ World Making (inaugural issue).

Armato, M., Matthews, N., and Meiners, E. (2013). “Pedagogical Engagements: Engaging Campus Anti-Militarism.” The Review of Education, Pedagogy & Cultural Studies.

Kumashiro, K. and Meiners, E. (2012). “Flip the Script.” Bank Street College: Occasional Paper Series #27.

Meiners, E. Michaud, L., Pavan, J., and Simpson, B. (2011). “Worst of the worst”? Queer investments in challenging sex offender registries in Canada and in the U.S. Upping the Anti (13), 91–106.

Meiners, E. (2011). “Ending the school to prison pipeline/Building abolition futures.”Urban Review 43 (4), 547–465.

Galaviz, B., Palafox, J., Meiners, E. and Quinn, T. (2011). “The Militarization and the Privatization of Public Schools.” The Berkeley Review of Education 2 (1), 27-45.

Meiners, E. & Quinn, T. (2011). Militarism and education normal? Monthly Review 63(3), 77-86.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E. (2011). “Purged: Undocumented Students, Financial Aid Policies, and Access to Higher Education.” Journal of Hispanic Higher Education (10), 107-119.

Jackson, J. and Meiners, E. (2011). “Fear and Loathing: The Challenge of Feelings in Anti-Prison Organizing.” WSQ: Women’s Studies Quarterly 39 (1 & 2): 268 – 288.

Meiners, E. (2011). “A queer time and place: Educational analysis and intervention in the prison nation.” Powerplay: A Journal of Educational Justice 3 (1): 71 – 86.

Horn, S., Meiners, E., North, C., & Quinn, T. (2010). “Visibility matters: Policy work as activism in teacher education.” Issues in Teacher Education 19 (2): 65-80.

Jackson, J. and Meiners, E. (2010). “Feeling like a failure: Teaching/learning abolition through the good the bad and the innocent.” Radical Teacher (special issue on teaching the PIC) 88: 20-30.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E., Valentin, L. (April 2010). “Organizing tensions: From the prison to the military industrial complex.” Social Justice: A Journal of Crime Conflict and World Order. Special Issue Policing, Detention, Deportation and Resistance 36 (2) 73-84.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E., Valentin, L. (May/June 2010). Dreams Deferred. Academe. http://www.aaup.org/AAUP/pubsres/academe/2010/MJ/feat/diaz.htm

Meiners, E. and Quinn, T. (2010). “Doing and Feeling Research in Public: Queer Organizing for Public Education and Justice.” International Journal of Qualitative Studies in Education 23 (2) 147-164.

Meiners, E. (2009). “Resisting Civil Death: Organizing for Access to Education In Our Prison Nation.” Depaul Law School Justice Journal 3 (2) 79-95.

Meiners, E. (2009). “Never Innocent: Feminist Trouble with Sex Offender Registries and Protection in a Prison Nation.” Meridians: Feminisms, race, transnationalism 9(2) 31-62.

Book Chapters

Meiners, Erica and Ross, Sarah. (2014). Margaret Burroughs: Radical Engagements at Stateville Prison.

In Rebecca Zorach, (Ed.), Art Against the Law. Chicago: University of Chicago Press.

Diaz, D., Gómez, C., Luna-Duarte, C. and Meiners, E. (2013). “Undocumented, Resilient and Organized: Students Build Immigration Justice.” In E. Tuck and K.Wayne Yang, (Eds.), Youth Resistance Revisited, New York NY: Routledge.

Meiners, E., and Shaylor, C. (2013). “Resisting Gendered Carceral Landscapes.” In B. Carlton (Ed.), Women Exiting Prison. New York, New York: Routledge.

Meiners, E. (2013). “Schooling the Carceral State.” In David Scott, (Ed.) Why Prisons? Cambridge, UK: Cambridge University Press.

Hereth, J., Kaba, M., Meiners, E., Wallace, L. (2012). “Restorative Justice Is Not Enough: School Based Interventions in the Carceral State.” In S. Bahena, P. Kuttner, and M. Ng (Eds.), Disrupting the School-to-Prison Pipeline. Cambridge, MA: Harvard Educational Review.

Meiners, E. (2011). “Awful Acts and the trouble with normal.” In E. Stanley and N. Smith (Eds). Captive Genders: Trans embodiment and the prison industrial complex. Boston. South End Press.

Diaz, D., Gómez, C., Luna-Duarte, C., Meiners, E. (in press). “Undocumented Latino Youth: Strategies for Accessing Higher Education.” In P. Noguera (Ed.) Understanding the Disenfranchisement of Latino Males:

Contemporary Perspectives on Cultural and Structural Factors. New York: Routledge. Meiners, E. (2011). “Juvenile Justice.” N. Lesko and S. Talburt (Eds.) Keywords: Youth Cultures. New York: Routledge.

Meiners, E. (2010). “Building an Abolition Democracy; or, The Fight Against Public Fears, Private Benefits, and Prison Expansion.” In S. J. Hartnett (Ed.), Education or Incarceration? Reclaiming Hope and Justice in a Punishing Democracy. Urbana: University of Illinois Press.

Quinn, T., and Meiners, E. (2010) Seeing Red: Teacher Educators, Social Justice and other "Lightning Rods." (2010). A. Ball & C. Tyson (Eds), Studying Diversity in Teacher Education. AERA (American Educational Research Association) commissioned volume, AERA book Publication.

And other publications in more popular presses including Catalyst, AREA Chicago, No-More-Potlucks, Windy City Times, and MS magazine blog.

Kritikos, E.P., LeDosquet, P.L., & Melton, M. (2011). Foundations of assessment in early childhood special education.  Pearson: Upper Saddle, NJ.

Fernández Álvarez, M., Montes, A. L. G., Paz- Albo, J., & Hervás-Escobar, A. (2019, Under Review). Perceptions of bilingual education teachers: the effect of educational climate and policies in Spain and US. International Journal of Bilingual Education and Bilingualism.

Montes, A., Valenciano, C. & Fernández, M. (2018). Training Bilingual Educators at a PBI. Multicultural Learning and Teaching.

Montes, A. L. G. (2016). English in Brazil: A sociolinguistic profile. Journal of Pedagogy, Pluralism and Practice, 8(1).

Morales Jr., H. (2012).  Cases of Practice: Teaching Mathematics to ELLs in Secondary School; Case 4: Twelfth-Grade English Language Learners and the Making of Mathematical Meanings.   In S. Celedón-Pattichis & N. G. Ramirez (Eds.), Beyond Good Teaching: Advancing Mathematics Education for ELLs.  Reston, VA: National Council of Teachers of Mathematics.

Morales Jr., H., Vomvoridi-Ivanović, E., Khisty, L.L.(2011).  A Case Study of Multi-Generational Mathematics Participation in an After-School Setting: Capitalizing On Latinas/os Funds of Knowledge.  In Téllez, K., Moschkovich, J.N., & Civil, M. (Eds.) Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. Charlotte, NC: Information Age Publishing.

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2017). National examination of the practice of the functional behavioral assessment: Survey of educators and their experiences in the field. International Journal of Emotional Education, 9(1), 54-70.

Moreno, G., & Bullock, L.M. (2015). Offering behavioral assistance to Latino students demonstrating challenging behaviors: Incorporating the functional behavioral assessment as pre-referral practice. International Journal of Emotional Education, 7(2), 36-48.

Moreno, G., &  Segura-Herrera, T. (2014). Review of school disciplinary practices and Latino students in public schools. Multicultural Teaching and Learning, 9(1), 33-51.

Moreno, G., Wong-Lo, M., Short, M., & Bullock, L.M. (2013). Implementing a Culturally Attuned     Functional Behavioral Assessment to Understand and Address Challenging Behaviors Demonstrated by Students from Diverse Backgrounds. Emotional & Behavioural Difficulties.

Moreno, G., Wong-Lo, M., & Bullock, L.M. (2013). Assisting students from diverse backgrounds with
challenging behaviors: Incorporating a culturally attuned functional behavioral assessment in pre-referral services. Preventing School Failure: Alternative Education for Children and Youth,
58(1), 58-68.

Moreno, G. (2013). Special education and diverse populations. In C. E. Cortes & J. G. Golson (Eds.), Multicultural America. Thousand Oaks, CA: Sage.

Moreno, G., & Gaytán, F.X. (2012). Special issue - Focus on Latino learners: Developing a foundational understanding of Latino cultures to cultivate student success. Preventing School Failure: Alternative Education for Children and Youth, 57(1), 7-16.

Moreno, G. & Gaytán, F. X. (2012). Reducing subjectivity in special education referrals by educators working with Latino students: Encouraging the incorporation of the functional behavioral assessment as a pre-referral practice. Emotional & Behavioural Difficulties, 18(1), 88-101.

Moreno, G., & Wong-Lo, M. (2011). Considerations and practices in working with students and families from Latino and Asian-American backgrounds. Multicultural Learning & Teaching, 6(1).

Moreno, G. (2011). Addressing Challenging behaviours in the general education setting: Conducting a teacher-based functional behavioural assessment (FBA). Education 3 - 13, 39(3), 1-9.

Moreno, G., & Bullock, L. M. (2011). Principles of positive behavior supports: Using the FBA as a problem-solving approach to address challenging behaviours beyond special populations. Emotional & Behavioural Difficulties, 16(2), 117-127.

Moreno, G. (2011).  Special issue on cyberbullying: Case study vignettes. Preventing School Failure, 55(2), 70, 78, 87, 101.

Adams, T. E. & Moreno, G. (2011). Sexual orientation and race. In M. Z. Strange, C. K. Oyster, & J. G. Golson (Eds.), The Multimedia Encyclopedia of Women in Today's World. Thousand Oaks, CA: Sage.

Moreno, G. (2010). No need to count to ten: Advocating for the early implementation of the functional behavioural assessment in addressing challenging behaviours. Emotional & Behavourial Difficulties, 15(1), 15-22.

Johns, B. H., Moreno, G., Albrecht, S. F., Hale, R., & Raza-Self, S. Y. (2007). Connecting with troubled children and youth: Commitment, caring, and collaboration. Highlights from the International Forum on Education Troubled Children/Youth: Innovative Approaches, Alternative Settings, and Multidisciplinary Collaboration Resulting in Positive Outcomes [Monograph]. Council for Children with Behavioral Disorders, Arlington, VA.

Lloyd, S. R., Wood, T. A., & Moreno, G. (2000). What’s a mentor to do? Teaching Exceptional Children, 33(6), 38-42.

Mushi, S. L. P. (2015). Global Analysis of Education in the 21st Century: What Kinds of Schools Do We Need Today? New York: Edwin Mellen Press (ISBN13:978-1495503573; 10:145503577) http://mellenpress.com/mellenpress.cfm?bookid=9177&pc=9

Mushi, Selina (2012). Multiple Languages and the School Curriculum: Experiences from Tanzania Online submission (ERIC) 2012 65 pp. (ED537709) http://files.eric.ed.gov/fulltext/ED537709.pdf

Mushi, Selina, (2011). Book Review: The SIOP® Model for Teaching Mathematics to English Language Learners' Intercultural Education, 22:1, 123 – 125. http://www.tandfonline.com/doi/abs/10.1080/14675986.2011.549653

Mushi, S. L P. (2008). “Information Technology and the Curriculum Process: Student Participation and the Changed Role of the Teacher” In S. Nombuso Dlamini (Ed.) New Directions in African Education: Challenges and Possibilities. Calgary: University of Calgary Press, pp 121-145. https://books.google.com/books?id=DdjELzqfx3sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

Mushi, S. L. P. (2008).  Supporting English Language Learners Across the College Curriculum. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008. http://www. centereducationpolicy.ilstu.edu/initiatives/ell/collegecurriculum.pdf.

Mushi, S. L. P. (2008).  Collaborative Guided Games for Young ELLs. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.  http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2008). Strengthening Middle School ELLs’ Formal Conversation Skills: The Role of Guided Class Debates. A Teaching Module developed as part of the Higher Education Cooperative Act (HECA) Grant (Illinois State University and Northeastern Illinois University), June 2008.    http://people.coe.ilstu.edu/gapadavi/englishlanguagelearners/

Mushi, S. L. P. (2003). Teaching and Learning Strategies That Promote Access, Equity and Excellence in University Education. In K. S. Brathwaite (Ed.) Access & Equity in the University: A Collection of Papers from the 30th Anniversary Conference of the Transitional Year Programme, Toronto: Canadian Scholars Press (pp 207-230). http://eric.ed.gov/?id=ED449760

Mushi, S. L. P. (2002). Simultaneous and Successive Second Language Learning: Integral Ingredients of the Human Development Process, Early Child Development and care, Vol. 172 No. 4 pp.349-358. http://www.tandfonline.com/doi/pdf/10.1080/03004430212717

Mushi, S. L. P. (2002). Acquisition of Multiple Languages among Children of Immigrant Families: Parents' role in the Home-School Pendulum" Early Child Development and Care, Vol. 172 no. 5 pp.517-530. http://eric.ed.gov/?id=ED459622

Wartalski, R., Powers, N., & Kritikos, E. (2021). Instructional Ideas for Junior Faculty: Cultivating Teaching Practices with Adults Learners. Athens Journal of Education.

Powers, N., & Wartalski, R. (2021). Junior faculty advising for effective student growth and academic success: A qualitative study. Teacher-Scholar: The Journal of the State Comprehensive University, 10(1), 1-28.

Powers, N. (2009), Female Students as Online Learners: A Case Study in Navigating Academic Success. Academic Exchange Quarterly Journal, ISSN 1096-1453

Kim, J. & Pulido, I. (2015). Examining hip hop as culturally relevant pedagogy. Journal of Curriculum and Pedagogy, 12(1), 17-35.

Wilson, A., Pulido, I., Stovall, D. (2014). Inquiring into Students’ communities first as learner, then as learner, teacher, supporter. In Aviles de Bradley, A., Camargo, J., Dover,  A.G., Miglietta, A., Pulido, I., Relucio-Hensler, C., Wilson, A. (Eds.), Grassroots Curriculum Toolkit 4.0. Chicago; Chicago Grassroots Curriculum Taskforce. 

Farmer, S., Pulido, I., Konkol, P., Phillipo, K., Stovall, D., & Klonsky, M. (2013). CReATE research brief on school closures. (2013). Chicagoland  Researchers and Educators for Transformative Education (CReATE). Chicago, IL.

Pulido, I., Cortez, G., Aviles de Bradley, Miglietta, A. & Stovall, D. (2013). Chicago Grassroots Curriculum Taskforce: Re-framing, re-imagining and re-tooling curriculum from the grassroots. Current Issues in Comparative Education, 15(2).

Pulido, I. (2009). “Music fit for us minorities”: Latinas/os use of hip hop as pedagogy and interpretive framework to negotiate and challenge racism. Equity and Excellence in Education, 42(1). Philadelphia, PA: Taylor and Francis Group.

Pulido, I. (2004) Review of New York Ricans From the Hip Hop Zone, by Raquel Z. Rivera in Latino Studies, 2(3), 439-441.

Pulido, I., Rivera, A., Aviles de Bradley, A., (under contract). Latino Schooling in Chicago. Champaign, IL: University of Illinois Press.

Rashid, Kamau. “Education means revolt”: Du Bois and the radical imaginary.” Seeds of W.E.B. Du Bois: Musings, Lineal Impressions & Critical Introspections, edited by Richard Benson and Whitney Battle-Baptiste. Amherst, MA: University of Massachusetts Press (forthcoming).

 Rashid, Kamau. “Abibifahodie!: Language, Consciousness, and Decolonization.” Moja: An Interdisciplinary Journal of Africana Studies (forthcoming).

Rashid, Kamau. “Dd mAat. ir mAat (Speak Maat. Do Maat): Maat as Liberatory Praxis.” Eternal Year of African People, edited by Bart McSwine and Asantewaa Oppong Wadie. Chicago, IL: Frontline Books (2020).

Rashid, Kamau. “Beyond the Fetters of Colonialism: Du Bois, Nkrumah, and a Pan-African critical theory.” Equity & Excellence in Education 52, no. 2-3 (2019): 271-282.

 Rashid, Kamau. “Time to start the revolution”: Hip Hop and Social Justice Education.” Journal of Pan African Studies 9, no. 4 (2016): 341-363.

Zemelman, S., and Smith, K. (2016). Growing L2P 2.0 into a project that can have impact beyond the
classroom. Letters to the Next President 2.0, Date Published: June 3, 2016.

Smith, K., and Dover, A. G. (2015). [Review of the book Educating about social issues in the 20th
and 21st centuries: Critical pedagogues and their pedagogical theories, volume 4.] Teachers College
Record, Date Published: October 22, 2015 http://www.tcrecord.org ID Number: 18185, Date
Accessed: 1/12/2016 11:40:01 AM

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Embracing the controversy: edTPA,
corporate influence, and the cooptation of teacher education. Teachers College Record, Date
Published: September 14, 2015. http://www.tcrecord.org ID Number: 18109, Date Accessed:
9/15/2015 6:43:02 AM

Dover, A. G., Schultz, B. D., Smith, K., & Duggan, T. J. (2015). Who’s preparing our candidates?
edTPA, localized knowledge and the outsourcing of teacher evaluation. The Teachers College
Record, Date Published: March 30, 2015. http://www.tcrecord.org ID Number: 17914, Date
Accessed: 1/12/2016 11:06:42 AM

Smith, K., and McKnight, K. (2009). Remembering to laugh and explore: Improvisational activities
for literacy teaching in urban classrooms. International Journal of Education & the Arts, 10(12).
Retrieved April 27, 2010 from http://www.ijea.org/v10n12/.

Smith, K. (2008). Becoming an "honours student": The interplay of literacies and identities in a high-track
class. Journal of Curriculum Studies, 40 (4), 481-507.

Tavakoli, S. (June 2021). Self-Compassion for Trauma Survivors. Presented at the American
Mental Health Counseling Association. Live virtual presentation. 

Tavakoli, S. & Tejada, L. (February 2021). Compassionate Teaching Strategies. NEIU Center for
Teaching and Learning (Invited presentation). 

Tavakoli, S. (November 2020). Application of Crisis Counseling Interventions With Divers
Clients. Presented at the Illinois Counseling Association Annual Conference. Pre
recorded Virtual.

Tavakoli, S. (October 2019). Integrating Neuroscience into Clinical Supervision: A Phase-Based
Model. Presented at the American Counselor Educator and Supervision Conference,
Seattle, WA.

Tavakoli, S. (November 2018). The Role of Neuroscience in Training Crisis and Trauma
Counselors. Presented at the Illinois Counseling Association Annual Conference, Itasca, IL.

Tavakoli, S., Lipkin, G. (November 2017). Supervision of Trauma Counselors: A Neuroscience
based Approach. Presented at the Illinois Counseling Association Annual Conference, Lisle, IL. 

Schwartzbaum, S. & Tavakoli, S. (November, 2017). Couples counseling with veterans: One size
does not fit all. Presented the Illinois Counseling Association Annual Conference, Lisle,
IL.

Tavakoli, S., Lipkin, G. (October, 2017). Essentials of Neuroscience in Training Trauma
Counselors. Presented at the Association for Counselor Educators and Supervisors Annual Conference, Chicago, IL. 

Johansen, A., Tavakoli, S.  (June 2017). Prevalence, Severity and Correlates of Secondary
Trauma Among Substance Abuse Counselors. Presented as part of a symposium at the 15th European Congress of Psychology, Amsterdam, Netherlands. 

Tavakoli, S. (June 2017). Gender and Perceived Leader Support Moderate Secondary Trauma in
Substance Abuse Counselors. Presented as part of a symposium at the 15th European Congress of Psychology, Amsterdam, Netherlands.

Schwartzbaum, S. & Tavakoli, S. (March, 2017). Couples counseling with veterans: One size
does not fit all. Presented the Illinois Mental Health Counseling Association Annual Conference, Northbrook, IL. 

Tejada, L., Tavakoli, S., Bloom, Z. (January, 2017). Compassionate Grading: Responding to the
student, respecting the standards. Presented at the NEIU Lead and Learn Symposium. Chicago, IL.

Tavakoli, S. (July 2016). Simultaneous Treatment for Clients with Complex Trauma and
Addiction. 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, New Orleans, LA.

Tejada, L. & Tavakoli (July 2016). Basics of Developmental Supervision. Workshop presented at
the American Mental Health Counseling Association Annual Conference, New Orleans, LA.

Tavakoli, S. (April, 2016). Counseling Clients with Complex Trauma and Addiction. One
hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec. 

Tavakoli, S., Zook, N. (July, 2016). Predictors of Posttraumatic Stress &
Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. One hour workshop presented at the American and Canadian Counseling Association Annual Conference, Montréal, Québec.

Tavakoli, S. (November, 2015). Counseling Clients with Complex Trauma and Addiction. One
hour workshop presented at the Illinois Counseling Association Annual Conference, Skokie, IL. 

Tavakoli, S & Tejada, L (July, 2015). Conceptualizing Complex Interpersonal Trauma Through
the AN-CABS Model of Assessment and Treatment Planning. A 90- minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, PA.

Tavakoli, S., Zook, N. & Tejada, L (July, 2015). Predictors of Posttraumatic Stress &
Posttraumatic Growth Among Military Veterans: Research and Clinical Implications. A 90-minute workshop presented at the American Mental Health Counseling Association Annual Conference, Philadelphia, P.A. 

A Rationale for Emotion-Focused Treatment for Comorbid Substance Use Disorder and
Posttraumatic Stress. Presented as part of a 90-minute symposium at the IV International Congress of CIPD, Barcelona, Spain

Tavakoli, S. & Zook, N. (March, 2015). Risk and Predictor Factors for PTSD and PTG in
Military Veterans: A Strength-based Paradigm. A one-hour workshop presented at the American Counseling Association Annual Conference, Orlando, FL.

Tejada, L. & Tavakoli (March, 2015). Basics of Developmental Supervision. A 1.5-hour 
presentation at the Illinois Association for Marriage & Family Therapy Annual Conference, Naperville, IL. 

Tavakoli, S., Zook, N., and Hall, G. (November, 2014). Predictors and Risk Factors of PTSD
and PTG in U.S. Military Personal and Veterans: A Strength Based Paradigm. A one-hour presentation at the Illinois Counseling Association Annual Conference, Schaumburg, IL.

Tavakoli, S., Zook, N., and Hall, G. (July, 2014). Predictors and Risk Factors of PTSD and PTG
in U.S. Military Personal and Veterans: A Strength Based Paradigm. A one-hour  presentation at the American Mental Health Counseling Association Annual Conference, Seattle, WA.

Tavakoli, S., (July, 2014). “Attachment and relational trauma: Neurobiological and social
-cognitive considerations”. A one-hour presentation at the American Mental Health Counseling Association Annual Conference, Seattle, WA. 

Tavakoli, S., (March, 2014). “Attachment and relational trauma: Neurobiological and social
-cognitive considerations”. Illinois Counseling Association-Southern Conference, Collinsville, IL. 

Tavakoli, S., (January, 2014). Counseling Considerations for working with Ethnically Diverse
Military Personnel and Veterans with PTSD and SUD. A three-hour training presented at the University of Oslo, Norway. 

Tavakoli, S., & Hall, G. (July, 2013). “Counseling Considerations for Working with
Ethnically Diverse Military Personnel and Veterans with PTSD”. A one-hour presentation at the National Mental Health Counseling Association Annual Conference, Washington, DC. 

Tavakoli, S., & Hall, G. (December, 2012). “Counseling Considerations for Working with
Ethnically Diverse Military Personnel and Veterans with PTSD”. A workshop presented at the Chicago Counseling Association meeting. 

Hall, G. & Tavakoli, S. (November, 2012). Counseling LGBT Military Personnel and Veterans
with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, IL Springfield, IL

Tavakoli, S. & Hall, G. (November, 2012). “Ethnic Differences in Military Personnel and
Veterans with PTSD, poster session. Illinois Counseling Association Annual Conference, Springfield, IL

Tavakoli, S., Hall, G., and Gilliam, N. (November, 2012). Ethnic Differences in Military
Personnel and Veterans with PTSD. Workshop presented at Argosy University Counselor Education & Supervision Department, Chicago, IL

Hull, G., & Tavakoli, S. (July, 2012). A Review and implications for counseling military
personnel and veterans with PTSD. American Mental Health Counseling Association Annual Conference. Orlando, FL.

Tavakoli, S., & Hall, G. (November, 2011). Strategies and implications for decreasing
counseling students’ anxiety and increasing self-efficacy. Illinois Counseling Association Annual Conference. Skokie, IL. 

Hall, G., & Tavakoli, S. (November, 2011). A Review and implications for counseling military
personnel and veterans with PTSD. Illinois Counseling Association Annual Conference. Skokie, IL.

Tavakoli-Moayed, S., Hijazi, A., Slavin, O., & Lumley, M.A.  (April, 2009). Assertiveness
training and written emotional disclosure for international students.  British Psychological Society Annual Conference, Brighton, England

Hijazi, A.M., Tavakoli-Moayed, S., Lumley, M.A., & Slavin, O.  (March, 2009).  Assertiveness
training and written emotional disclosure for international students.  Presented at the annual meeting of the American Psychosomatic Society, Chicago, IL. Abstract published in Psychosomatic Medicine, 71, A-96.

Johansen, A., Rowland, R., Schoeberlein, S., Tavakoli-Moayed, S., Weinberger, J. (May, 2007).
Counseling considerations in working with women ice-hockey players. Michigan College Counseling Association Annual Conference. 

Tavakoli-Moayed, S., Hijazi, A., Parris, G., Lumley, M. (March, 2007). Stress management
interventions for international students. American counseling Association, Detroit, MI.

Coven, A., Arujio, J., Van Hall, K., Tavakoli-Moayed, S. (April, 2006). Teaching a doctoral
course in consultation: A parallel process. American Counseling Association Annual Conference, Atlanta, GA.

Tejada, L. (2018). Flexible friends have more fun! In S. Springer., L. Moss, N. Manavizadeh, & A. Pugliese. A School Counselor's Guide to Small Groups: Coordination, Leadership, & Assessment.  Alexandria, VA: Association for Specialists in Group Work.

Tejada, L. (2018). Liplap and I wish…. In S. Springer., L. Moss, N. Manavizadeh, & A. Pugliese. A School Counselor's Guide to Small Groups: Coordination, Leadership, & Assessment.  Alexandria, VA: Association for Specialists in Group Work.

Oswald, G. R., Tejada, L.. Marme, M., Roberts, P. N. (2017). Understanding perceived short-term outcomes from a professional rehabilitation cultural experience to Cuba. Journal of Forensic Vocational Analysis, 17(1), 43-58.

Tejada, L., Logman, E., Knight, B., & McCall, A. (2017). Synching the support system: Young adult siblings of individuals with special needs. In Viers, D. (Ed.).The group therapist’s notebook 2nd ed.: Homework, handouts and activities for use in psychotherapy. New York: Taylor & Francis/Routledge.

Tejada, L. (2015). Training the Strategic therapist. In Jordan, K. (Ed.). Couple, Marriage, and Family Therapy Supervision. Chapter 9. New York: Springer Publishing.

Reynolds, C. R., & Tejada, L. (2011). Playing it safe: Ethical issues in play therapy. In Schaefer, C. (Ed.) Foundations of play therapy, Second Edition, pp. 27-38.  Hoboken, NJ: Wiley & Sons.

Russo, J. A., Tejada, L., Hilscher, R. L., & Zarski, J. J. (2007). Maintaining stability: Life cycle transitions in families coping with childhood cancer. In Viers, D. (Ed.). The group therapist’s notebook: Homework, handouts, and activities for use in psychotherapy, pp. 229-237. Invited.

Udoh I. A., Mantell JE, Kelvin E, Adams-Skinner J. (in press). The influence of religion and culture on HIV transmission in the Niger Delta of Nigeria. Journal of Religion and Health.

Udoh, I.A. (2019) Oil production, environmental pressures and other sources of violent conflict
in Nigeria, Review of African Political Economy, DOI: 10.1080/03056244.2018.1549028

Udoh, I. A. (2018). Public Health Emergency, UNEP Environmental Assessment and the Clean-up of
Nigeria’s Niger Delta. Arts and Humanities Open Access Journal, 2(6), 386-389.

Udoh, I. A., & Ibok, M. S. (2014). Manipulative and coercive power and the social-ecological
determinants of violent conflict in the Niger Delta of Nigeria. African Conflict and Peacebuilding Review, 4(1), 60-94.

Udoh, I. A. (2013). A Qualitative Review of the Militancy, Amnesty, and Peacebuilding in
Nigeria's Niger Delta. Peace Research, 63-93.

Udoh, I. A. (2013). Globalization and its discontents. Explorations in Adult Higher Education, 2, 46-49.

Udoh, I. A. (2013). Oil, migration and the political economy of HIV/AIDS prevention in Nigeria’s
Niger Delta. International Journal of Health Services, 43(4), 681-697.

Udoh, I. A., Mantell. J. E., Sandfort, T., & Eighmy, M. A. (2009). Potential pathways to HIV/AIDS transmission in the Niger Delta of Nigeria: Poverty, migration and commercial sex. AIDS Care, 21(5), 567-574.

Exner, T. M., Mantell, J. E., Adeokun, L. A., Udoh, I. A., Oladipo, O., Delano, G. E., Faleye, J., & Akinpelu, K. (2009). Mobilizing men as partners: The results of an intervention to increase dual protection among Nigerian men. Health Education Research, 24(5), 846-854..

Book

Perlow, Olivia, Wheeler, Durene, Bethea, Sharon, and Scott, BarBara (Eds.). (2018) Black Women’s Liberatory Pedagogies: Resistance, Transformation, and Healing Within and Beyond the Academy. London: Palgrave MacMillan.

Peer Reviewed Articles

Perlow, Olivia, Bethea, S., Wheeler D. (2014) "Dismantling the Master’s House: Black Women Faculty Challenging White Privilege/Supremacy in the College Classroom." Resistance to Teaching Anti-Racism, Special Edition for Understanding and Dismantling Privilege. ONLINE  http://www.wpcjournal.com/article/view/12307

Wheeler, Durene I. (2008) “Answering the Call: Influencing Equity in Education through Teacher Preparation”, pp.63-68, in The Sophist Bane 4(1&2), Spring. 

Book Chapters

Wheeler, Durene I. (2017).  Shoulda, Woulda, Coulda.  In Betty M. Lovelace-Ross (Ed.), A Collection of Sayings of Mama’Nem: The Wit and Wisdom of Mama, Muhdear, and Othermothers (pp. 85-87). Prospect, KY: Professional Women Publishing, LLC.

Wheeler, Durene I., & Nitihirageza, Jeanine  (2013).  Teach Me About Africa: Facilitating and Training Educators toward a Socially Just Curriculum. In Brandon D. Lundy & Solomon Negash (Eds.), Teaching Africa: A Guide for the 21st Century Classroom (pp. 104-111), Bloomington and Indianapolis: Indian University Press.

King, Toni C., Barnes-Wright, Lenora, Gibson, Nancy E., Johnson, Lakesia D., Lee, Valerie, Lovelace, Betty M.,Turner, Sonya, Wheeler, Durene I. (2002). “Andrea’s Third Shift: The Invisible Work of African American Women in Higher Education, pp. 403-415” in This Bridge We Call Home: Radical Visions for Transformation, Gloria Anzaldua and Ana Louise Keating, eds.  New York: Routledge.

Williams, L. (2009). Culture & Perceptions of Violence-related Behaviors Among Adolescents: A Role Strain and Adaptation Model. Koln, Germany. Lambert Publishing.

Williams, L. & Moore, N. (In Publication). A Nation of Stones: Street Gangs, Black Power and Urban Terrorism. Chicago, Illinois. Lawrence Hills Books.

Williams, L. (In Print). Cultural interventions for reducing violence among young, African American males. In W. Johnson (Ed). Social Work with African-American Males. New York, New York: Oxford University Press.

Williams, L. (2009). Hip-hop as a site of public pedagogy. In B. Schultz, J. Sandlin and J. Burdick (Eds). In Handbook of Public Pedagogy: Education and Learning beyond Schooling. Routledge.

Williams, L. & Alexis-Bivens, S. (2008). The Father’s Toolkit: A Curriculum Guide for Reconnecting Incarcerated and Formerly Incarcerated Fathers With Their Children. Springfield, Illinois. Illinois Department of Human Services.

Williams, L. (under review). Evaluation of Chicago Violence Prevention Project CeaseFire.

Williams, Lance. (under review). Reducing Violence and Anti-Social Behavior of Young, Inner-City African American Males: A Rites of Passage Paradigm. International Journal of Africana Studies.

Williams, Lance. (under review). A Life-span perspective of antisocial behavior among young African American Males.

Wolk, S. (2013). Caring hearts & critical minds: Literature, inquiry, and social responsibility. Portland, ME: Stenhouse.

Wolk, S. (2002). Being good: Rethinking classroom management and student discipline.  Portsmouth, NH: Heinemann.

Wolk, S. (1998). A democratic classroom. Portsmouth, NH: Heinemann.

Wolk, S. (2013). Reading democracy: Exploring ideas that matter with middle grade and youngadult literature. English Journal 103 (2), 45-51.

Wolk, S. (2011).  Reading for a better world: Teaching for social responsibility with young adult literature. Journal of Adoloescent and Adult Literacy 52(8), 664-673.

Wolk, S. (2010). What should students read? Phi Delta Kappan: 12 must-reads from Kappan 2009-2010: 53-61. 

Wolk, S. (2010). What should students read? Phi Delta Kappan 91(7), 8-16.

Wolk, S. (2010). Reading social responsibility. Educational Leadership.

Wolk, S. (2009). Reading for a better world: Teaching for social responsibility with young adult literature. Journal for Adolescent and Adult Literacy.

Wolk, S. (2008). School as inquiry. Phi Delta Kappan 90, 115-122.

Wolk, S. (2008). Joy in school. Educational Leadership 66, 8-14.

Wolk, S. (2007). Why go to school? Phi Delta Kappan 88, 648-658.

Wolk, S. (2004). Using picture books to teach for democracy. Language Arts, 82, 26-35.

Wolk, S. (2003, Fall).  Teaching for goodness.  Rethinking Schools. 

Wolk, S. (2003). Teaching for critical literacy in social studies. Social Studies 94(3): 101-105.

Wolk, S. (2003). Hearts and minds.  Educational Leadership, 61(1), 14-18.