Faculty Profiles

Beaty, L.A. & Alexeyev, E.B. School bullies: What the research tells us. Adolescence (San Diego). Vol. 43, 2008.

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., Valley, J., & Chaudhri, A. (2021). A biblioguidance approach to understanding and developing adolescents’ social-emotional competence in the health education classroom: a formative research study. Health Education, 121(5), 486-503. https://doi.org/10.1108/HE-01-2021-0008

Banas, J. (2021). Developing adolescents’ social-emotional competence and health literacy: a formative research study preview. Academia Letters, Article 617. https://doi.org/10.20935/AL617

Banas, J., Gershon, S., Christiansen, D., & Castellanos, M. (2020). Promoting health careers among diverse youth to improve health equity. Illinois Journal.

Banas, J.R., Oh, M., Willard, R., & Dunn, J. (2020). A public health approach to uncovering the health-related needs of teen library patrons. Journal of Research on Libraries and Young Adults, 11(1). http://www.yalsa.ala.org/jrlya/wp-content/uploads/2020/02/HealthNeedsTe…

Banas, J. & Wartalski, R. (2019). Developing a community of learners. Library Technology Reports, 5(4), 8-13.
Banas, J., Magasi, S., The, K., & Victorson, D. (2019). Recruiting and retaining people with disabilities for qualitative health research: Challenges and solutions. Qualitative Health Research, 29(7), 1056-1064.

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

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, 42(4), 739-747. doi:10.1007/s10900-016-0312-5

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

Banas, J., Wallis, L., Ball, J., & Gershon, S. (2016). Adolescent healthcare brokering: prevalence, experience, impact, and opportunities. The Journal of School Health, 86(12), 898-904. doi: 10.1111/josh.12456

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

Kafanabo, E., Neville, H.A., Bethea, S.L. (In review). Siasa na Jamii: Civic  Engagement among Secondary School Students in Tanzania. Journal of Black  Psychology. 

Bethea, S. L., Hickson, J. (2022). Honoring and Celebrating the Women of the Black Panther Party. In Huberta L Jackson (ed.). Afrikan American  Women: Living at the Crossroads of Race, Gender, Class, and Culture. San  Diego, CA: Cognella Academic Publishing

Bethea, S. L. (2018). Kuja Nyumbani: Using African centered pedagogy to educate  Black students in the academy. In O. Perlow, D. Wheeler, S. Bethea, B (eds.).  Black Women’s Liberatory Pedagogies: Resistance, Transformation, and  Healing within and beyond the Academy. New York: Palgrave Macmillan. 

Perlow, O., Wheeler, D., Bethea, S., Scott B. (2018). Black Women’s Liberatory  Pedagogies: Resistance, Transformation, and Healing within and beyond the  Academy. New York: 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 2015.

Perlow O., Bethea, S. L., 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) 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. (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. NewYork:  Routledge, 2012. 

Bethea, S. L., Allen, T. (2013). Past & present societal influences on Black couples  that impact sex, love, and intimacy. In Helm, K. & Carlson, J. (ed,). Love,  Intimacy, Sex and the African American Couple – New York: Routlege, 2012. 

Bethea, S. L. (2008). A chronology of the education of Black people in Illinois to 1874.  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.

Ausloos, C. D., Bloom, Z. D., Goodrich, K. M., Hunnicutt Hollenbaugh, K. M., Taylor, J. Bennett, C., Blount, A. J., Gerlach, J., & Schroeder, K. (2021). Standards of care for research in group work. Standards of Care for Research in Group Work, Counseling Outcome Research, and Evaluation, 12(2), 79-90. doi: 10.1080/21501378/2021.1962126

Bennett, C., Blount, A. J., Gerlach, J., Schroeder, K., Ausloos, C. D., Bloom, Z. D., Goodrich, K. M., Hunnicut Hollenbaugh, K. M., and Taylor, J. (2021) Standards of care for assessment in group work. Standards of Care for Assessment in Group Work, Counseling Outcome Research and Evaluation, 12(2), 73-78. doi: 10.1080/21501378.2021

Ausloos, C. D., Bloom, Z., Goodrich, K. M., Hunnicutt Hollenbaugh, K. M., Taylor, J. Bennett, C., Blount, A. J., Gerlach, J., & Schroeder, K. (2021). Standards of care for research in group work. Journal for Specialists in Group Work, 46(3), 244-255. https://doi.org/10.1080/01933922.2021.1942347

Bennett, C., Blount, A. J., Gerlach, J., Schroeder, K., Ausloos, C. D., Bloom, Z. D., Goodrich, K. M., Hunnicut Hollenbaugh, K. M., and Taylor, J. (2021) Standards of care for assessment in group work. Journal for Specialists in Group Work, 46(3), 238-243. doi: 10.1080/01933922.2021.1942346 

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.

Integrating Informal Workplace Learning into the Workflow through the Development of Performance Support Tools.

Toward Understanding The Role of Web 2.0 Technology in Self-Directed Learning And Job Performance

A Foundations For Understanding Knowledge Sharing: Organizational Culture, Informal Workplace Learning, Performance Support, And Knowledge Management

HR Development Info
This site provides information on adult learning theories and research in relation to practice in the field of human resource development.

Chaudhri. A. (2021), Cultural Dexterity Through Multiracial Nonfiction. Chapter in Reading and Teaching with Diverse Nonfiction Children’s Books: Representations and Possibilities. Thomas Crisp, Roberta Gardner and Suzanne Knezek (eds). NCTE Publications.

Chung, S. & Chaudhri, A. (2021). Biographies of Women in the Robert Sibert Award: A Critical Content Analysis. Journal of Children’s Literature. 47 1

Chaudhri, A. & Torres, L.M. (2021). Jugos There? Codeswitching Strategies in Bilingual Picturebooks. Children’s Literature in Education. 1-17.

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.

Chen, M, Rybak, C. (2018).  Group leadership Skills: Interpersonal process in group counseling and therapy (2nd edition). Thousand Oaks, CA: SAGE Publications.
 

Chen, M., & Giblin, N. (2018). Individual counseling and therapy: Skills and techniques (3rd edition). New York, NY: Routledge Publishing.

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 implicit communication 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. (2021). Cuba’s citizenship education model and its current challenges. Peabody Journal of Education, 96(3), 307-318. DOI: 10.1080/0161956X.2021.1942709

Blum, D., Dawley-Carr, J. R., & Bridges, J. (2019). Cuba. Teen lives around the world: A global encyclopedia, 1, 101-116. Santa Barbara, CA: ABC-CLIO.

Blum, D., & Dawley-Carr, J.R. (2018). If Cuban and US education leaders debated: Sacando la cuenta (Taking an inventory) on the teaching profession. Educational Studies, 54(5), 522-535. DOI: 10.1080/00131946.2018.1467321

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.

Grants

National Science Foundation Noyce Track 3 Grant, 2023-2028 ($1, 047, 523.00)

National Science Foundation Noyce Capacity Building Grant, 2021-2023 ($121,211)

Chicago Service Learning and Civic Education Consortium Fellowship, 2018-2019 ($1,500)

Northeastern Illinois University Summer Research Stipend, 2018 ($5,000)

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, April 5, 2005.

Duggan, T. J. (2005). Handling gifted students. Educated Answers. South Dakota Public Broadcasting website, January 4, 2005.

Schweinle, A., Pietrzak, D., & Duggan, T.J. (2004). TV’s impact on children. Educated Answers. South Dakota Public Broadcasting website, 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.

Ejike, C. (2021). Health Seeking Behaviors Among Displaced Populations. In A. Klimczuk, Demographic Analysis: Selected Concepts, Tools, and Applications (pp. 183 - 198). London, UK: IntechOpen

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2020). Health-seeking cultural patterns in the use of available healthcare services among refugee groups in south-central Kentucky. International Journal of Migration, Health, and Social Care, 16(1), 12-21. https://doi.org/10.1108/IJMHSC-08-2018-0051.

Ejike, C., Lartey, G., Capps, R. & Ciochetty, D. (2019). Health-Seeking Behavioral Patterns among Refugee Groups – A Case-Study in South-central Kentucky. Journal of Refugee and Global Health, 2(2), Article 10. DOI: 10.18297/rgh/vol2/iss2/10

Ermis-Demirtas, H., Donath, J., Weber, L., Bradley, N., & Rizzo, N. (2023). Resilient Warriors: An expressive arts-based resiliency program to promote rural upper elementary students’ resilience and well-being. Professional School Counseling Evidence Based School Counseling Conference Proceedings Special Issue, 27(1a), 1-9. https://doi.org/10.1177/2156759X231160720 

Ermis-Demirtas, H., Luo, Y., & Huang, Y. (2022). When discrimination hurts: The impact of Covid-19-associated discrimination on anxiety and depression symptoms in Asian American adolescents. International Perspectives in Psychology: Research, Practice, Consultation, 11(3), 153–160. https://doi.org/10.1027/2157-3891/a000049 

Ermis-Demirtas, H., Luo, A., & Huang, Y. J. (2022). The trauma of COVID-19 fueled discrimination: Post-traumatic stress in Asian American adolescents. Professional School Counseling. 

Ermis-Demirtas, H., Smith, R. L., & Watson, J. C. (2022). 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-students-in-school-settings/267314 

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 Counseling. 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 

Reflejos Bilingual Latino Publication

Concientización y Prevención del Suicidio

September 30, 2022 https://reflejos.com/reflejos-09-30-2022/

Reflejos Bilingual Latino Publication

Carrying Mixed Emotions for Hispanic Heritage Month/

Emociones Encontadas por elm es de la Herencia Hispana

September 23, 2022 https://reflejos.com/reflejos-09-23-2022/

Reflejos Bilingual Latino Publication

Mental Health Awareness Month 

April 29, 2022 https://reflejos.com/reflejos-04-29-2022/

Distress Tolerance & Mindfulness Tool: A Brief Guide to Stay Present and Grounded

April 1, 2022 https://www.amazon.com/dp/0578388618/ref=kwrp_li_std_nodl

IL Latino News (ILLN) Publication

Latino Summit 2022

March 7, 2022 https://illatinonews.com/latino-summit-2022/

IL Latino News (ILLN) Publication

Healing into 2022

February 15, 2022 https://illatinonews.com/

Reflejos Bilingual Latino Publication

Say No to New Year’s Resolutions and Yes to SMART Goals

January 7, 2022 https://reflejos.com/reflejos-01-07-2022/

Reflejos Bilingual Latino Publication

Healing into 2022

December 17, 2021 https://reflejos.com/reflejos-12-17-2021/

NBCC Newsletter: Counseling Confab

Haiku of Hope

November 2021 https://nbcc.org/resources/nccs/newsletter/counseling-confab-haiku-of-hope

Reflejos Bilingual Latino Publication 

National Suicide Prevention

October 22, 2021 https://reflejos.com/reflejos-10-22-2021/

Reflejos Bilingual Latino Publication

¿Qué significa el Mes de la Herencia Hispana para usted? 
October 1, 2021 https://reflejos.com/reflejos-10-01-2021/

Gallardo, D., & Rohlfing Pryor, J. Oppositional culture. In Dermer, S.B., & Abdullah, A.R. (Eds.) Encyclopedia of Multicultural Counseling, Social Justice, and Advocacy. Thousand Oaks, CA: Sage.

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.  

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 

Gonzales, W., & Moreno, G. (2022). Culturally Attuned Assessment and Identification Practices in the 21st Century. Bilingual Special Education for the 21st Century: A New Interface, 51-80.

Hughes, M. T., Magaña, S., Gonzales, W., Núñez, G., & Moreno-Angarita, M. (2022). Colombian parents of children with autism spectrum disorder: Perceptions, experiences, and expectations. Journal of International Special Needs Education, 25(1), 25-36.

Magaña, S., Tejero Hughes, M., Salkas, K., Gonzales, W., Núñez, G., Morales, M. & Moreno-Angarita, M. (2021). Implementing a parent education intervention in Colombia: Assessing parent outcomes and perceptions across delivery modes. Focus on Autism and Other Developmental Disabilities, 36(3), 165-175.

Gonzales, W., & Tejero Hughes, M. (2021). Leveraging a Spanish Literacy Intervention to Support Outcomes of English Learners. Reading Psychology, 42(4), 411-434.

Siker, J., & Gonzales, W. (2021, November). PREPARING PARAPROFESSIONALS FROM NON-DOMINANT BACKGROUNDS: AN INVESTIGATION OF EXPERIENCES IN GRADUATE SCHOOL. In TED 2021 Conference (p. 254).

Gonzales, W. (2019). English Learners Struggling with Literacy: Does A Spanish Literacy Intervention Enhance Outcomes? (Doctoral dissertation, University of Illinois at Chicago).

Gonzales, W., Núñez, G., Soria, M., & Hughes, M. T. (2018). Engaging in Literacy: Latino Families Speak Up. International Journal of Education, 10(2), 50. https://doi.org/10.5296/IJE.V10I2.12984

Meléndez, J. W., Radinsky, J., Vossoughi, S., Marin, A. M., Bang, M., Nolan, C. M., & Hall, R. (2018). Community-based design partnerships: Examples from a new generation of CHAT/DBR. International Society of the Learning Sciences, Inc.[ISLS].

Gonzales, W., & Tejero Hughes, M. (2018). Libros en mano: Phonological awareness intervention in children’s native languages. Education Sciences, 8(4), 175.

Goodwin, K. P. (Spring 2023). Christianity and Mental Health Counseling: The Voices of the Black Negro-American Experiences.

Goodwin, K.P, and Barton, K. (Summer 2022). Don’t suck it up: Reconnecting males to their mental health. Published in the Annual Illinois Counseling Association Spring Newsletter.

Goodwin, K. P. (in progress). Adventure-Based Therapy: Enhancing Connectedness to Self and Others for Veterans Diagnosed with PTSD.

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 this link.

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 this link.

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.

Voicing Diverse Teaching Experiences, Approaches, and Perspectives in Higher Education (chapter 9)

-López-Carrasquillo, A. and Beyda-Lorie, S. (In Press). Supporting urban educationals professionals from admission to completion. In R. W. Burns, E. Garin, and V. O’Neill (Eds.), Clinically Based Teacher Education in Action: Cases Demonstrating Excellence in Accreditation (pp. xx-xx). Information Age Publishing.

-Ali, S. and Lopez, A. (2022). A qualitative investigation: Black & brown men retention and recruitment in the Grow Your Own Program and partners colleges of education and universities. Journal of Research Initiatives. 7(1), Article 4. 

-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.

Mast, F., Zhao, L., & Maldonado, L. (2018). Instrument development and validation for conservation learning: A tool for more rigorous research and evaluation. Curator: The Museum Journal, 61(2), 637-383.

Nesbitt, K., & Maldonado, L. (2016). Language as process: Using words to shape exhibit design. Exhibition. The Journal of Exhibition Theory and Practice for Museum Professionals, 36(1) 64-69.

Ball, J., Thomas, E., Maljak, K., Bice, M., Crost, C., Ramirez, A., Palma Barraza, M. (2022). Motivation to be active and use of technology to monitor physical activity levels: Comparing PE and non-PE majors. IAHPERD Illinois Journal, 88(1).

Maljak, K., Ball, J., Thomas, E., & Hilton, C. (2021). A qualitative assessment of K-12 physical education teaching strategies for female students guided by self determination theory. IAHPERD Illinois Journal, 87(1), 18-25.

Crost, C. & Maljak, K. (2021). Using a social ecological model to examine the role that the community plays regarding children's opportunities to be physically active. SPACE: Student Perspectives About Civic Engagement, 5(1). Retrieved May 27, 2021, from https://digitalcommons.nl.edu/space/vol5/iss1/4/

Maljak, K., Ball, J., & Valley, J. (2020). Elementary girls’ perspectives of physical activity in an after-school program. The Health Educator, 51(1), 14-23.

Varela, M. & Maljak, K. (2020). The influence of culturally relevant curriculum and student engagement in physical education. SPACE: Student Perspectives About Civic Engagement, 4(1). Retrieved May 5, 2020, from https://digitalcommons.nl.edu/space/vol4/iss1/4

Ball, J., Maljak, K., Bice, M., Valley, J., & Parry, T. (2019). Exploring the relationship between self-determination theory and physical education teachers meeting recommended weekly physical activity minutes. The Physical Educator, 76(5), 1306-1318. 

Ball, J., Bice, M., & Maljak, K. (2018). Exploring the relationship between college students’ barriers to exercise and motivation. American Journal of Health Studies, 33(2), 61-69.

Ball, J., Bice, M., & Maljak, K. (2017). Exploring the relationship between self-determination theory, adults’ barriers to exercise, and physical activity. The Health Educator, 49 (1), 19-37.  

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. https://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).

DiNapoli, J & Morales Jr., H. (2021). Translanguaging to Persevere is Key for Latinx Bilinguals’ Mathematics Success. Journal of Urban Mathematics Education, 14(2), 71-104. DOI: https://doi.org/10.21423/jume-v14i2a390

Willey, C. & Morales Jr., H. (2020). Translanguaging to Ensure Latinx Mathematics Learners Thrive. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico. Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020

DiNapoli, J. & Morales Jr., H. (2020). Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics. Teaching for Excellence and Equity in Mathematics, 11(2), 26-34.

Translanguaging Study Group. (2020). Translanguaging and The Mathematics Classroom. Teaching for Excellence and Equity in Mathematics. 11(2), 8-15. (Contributors: Zandra de Araujo, Carlos Nicolas Gomez, Ji Yeong I, Elyssa Miller, Hector Morales Jr., Sarah Roberts, Erin Smith, Miwa Takeuchi, Mary Truxaw, and Craig Willey)

Willey, C. & Morales, H. (2019). Latinx Learners and Translanguaging in a Mathematics Club. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri.

Morales, H. & DiNapoli J. (2019). Translanguaging to Persevere: Bridging Methodological Lenses to Examine Latinx Bilingual Students’ Problem-Solving. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (2019). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. St. Louis, MO: University of Missouri

Morales, H., & DiNapoli, J. (2018). Latinx Bilingual Students' Perseverance on a Mathematical Task: A Rehumanizing Perspective. Journal of Research in Mathematics Education, 7(3), 226-250. doi:http://dx.doi.org/10.17583/redimat.2018.3274

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.

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.

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.

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. https://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

Book Sections

Philion, T. (Section Editor) (2004). Technology Partnerships in Teacher Education. In S. D. Lenski & D. Wisemann, (Eds.). Transforming Teacher Education Through Partnerships (pp. 233-327). Lewiston, NY: Edwin Mellen Press.

Book Chapters

Philion, T., Burney, N., Carter, A., and Meadows, E. (2005). Cultivating Democratic Learning Communities: Three Portraits of Roosevelt University’s Department of Teacher Education. In P. Jenlink & K. Jenlink (Eds.), Portraits of Teacher Preparation: Learning to Teach in a Changing America (pp. 113-131). Lanham, MD: Rowman and Littlefield Education.

Philion, T. (2002). Frontiers of the Contact Zone. In J. Wolff (Ed.), Professing In The Contact Zone: Bringing Theory and Practice Together (pp. 79-101). Urbana, IL: National Council of Teachers of English.

Philion, T. (1998). The Resource and Professional Development Portfolio Projects. In L. Reid and J. Golub (Eds.), A Focus on Reflecting and Connecting (pp. 165-170). Urbana, IL: National Council of Teachers of English.

Refereed Articles

Philion, T. (2009). The Age of _______? Using Young Adult Literature to Make Sense of the Contemporary World. Young Adult Library Services: The Official Journal of the Young Adult Library Services Association, 7 (4), 46-49.

Philion, T. (2008). Fostering Global Awareness. Teacher Education and Practice, 21 (4), 240- 241.

Research Reports and Position Statements

C. Nelson, C. Main, and J. Kushto-Hoban, with Members of the Appraising Early Childhood Teacher Preparation in Illinois Work Group (2012). Breaking It Down and Building It Out: Enhancing Collective Capacity to Improve Early Childhood Teacher Preparation in Illinois. Chicago, IL: The Searle Funds at The Chicago Community Trust and The University of Illinois at Chicago.

CEE Policy Summit Social Justice Strand Participants (2009). Beliefs About Social Justice in English Education. Retrieved from http://www.ncte.org/cee/positions/socialjustice.

Philion, T. (2002). Invisible Interventions: The Oppositional Practices of Urban Literacy Educators. Urbana, IL: Research Foundation of the National Council of Teachers of English.

Book Reviews

Philion, T. (2008). Review of Open Ice, by Pat Hughes. SIGNAL Journal.

Philion, T. (2007). Reviews of Out of Focus, by Margaret Buffie, and One Handed Catch, by MJ Auch. SIGNAL Journal.

Philion, T. (2006). Review of Book Club for Middle School, by Taffy E. Raphael, Marcella Kehus, and Karen Damphousse. NCTE Selects.

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.

Courey, S., Balogh, E., Siker, J. R., & Paik, J. (2012). Academic music: Understanding basic fraction concepts through music notation. Educational Studies in Mathematics, 81, 251-278. doi: 10.1007/s10649-012-9395-9

Courey, S. J., LePage, P., Siker, J. R., Roschelle, J., & Blackorby, J. (2011). Preparing middle school mathematics teachers: Rethinking engagement and learning. The Mathematics Enthusiast.

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