Publications & Achievements | Fresno State Faculty Bibliography

Alamillo, L., & Arenas, R. (2012). Chicano Children’s Literature: Using Bilingual Children's Books to Promote Equity in the Classroom. Multicultural Education Magazine. 19(4).

Alamillo, L., Padilla, F., & Arenas, R. (2011). A Focus on Faculty: A Teacher Education Program Improving the Preparation of Teachers of English Learner Students. Journal of Latinos and Education. 10(3), 261-276.

Alamillo, L. (2007). Selecting Chicano Children's Literature in a Bilingual Classroom: Investigating Issues of Cultural Authenticity and Avoiding Stereotypes. Journal of the Association of Mexican American Educators. 26-32.

Alamillo, L., Garcia, E., Palmer, D., & Viramontes, C. (2005). California’s English Only Policies: An Analysis of Initial Effects, in Leaving Children Behind: How Texas-style Accountability Fails Latino Youth. . Albany: State University of New York Press.

Gilbert, W., Arenz, B., Coles, M., Gilbert, J., & Pettitt, R. (2007). SHAPE: School-based healthy activity program for exercise. CAHPERD Journal. 69(3), 21-22.

Sham Choy, C., & Arenz, B. (2007). Black middle school students' perceptions of trustworthiness in their school counselors: Implications for counselor education. National Social Sciences Journal. 29(1), 7.

Sham Choy, C., & Arenz, B. (2006). Interpersonal trust between teachers and black high school students. National Social Sciences Journal. 25(2).

Arokiasamy, C., Rubin, S., & Roessler, R. (2008). Sociological aspects of disability. Foundations of the Vocational Rehabilitation Process. Austin, Tex.: PRO-ED.

Arokiasamy, C. (2007). Multi-agency partnerships: a working example. Presented at National Association of Multicultural Rehabilitation Concerns, Alexandria, VA .

Arokiasamy, C., Rajanai, G., Tracz, S., & Orteiza, R. (2007). Student Decision-Making in Selecting Rehabilitation Counseling Programs and Profession. Rehabilitation Education. 21(2), 125-132.

Patterson, J., & Arokiasamy, C. (2007). National Council on Rehabilitation Education: A Research, Education, and Training Resource for Rehabilitation Educators and Administrators. Journal of Rehabilitation Administration. 31(1), 23-32.

Barrera, I. (2014). Behavioral Health Workforce Education and Training for Professionals and Paraprofessionals.

Gonzalez, J., & Barrera, I. (2014). Older Mexican American’s Perceptions of Mental Distress. A Journal of the Borderlands. 23(1), 69-93.

Barrera, I. (2013). Manifestations of Mental Distress in Mexican-Americans in the Rio Grande Valley. Presented at NACCS Tejas Conference, Edinburg, TX.

Barrera, I., Gonzalez, J., & Jordan, C. (2013). Perceptions of Mental Illness among Mexican-Americans in the Rio Grande Valley. Journal of Ethnic And Cultural Diversity in Social Work. 22(1), 1-16.

Barrera, I., Schulz, C., Rodriguez, S., Gonzalez, C., & Acosta, C. (2013). Mexican-American Perceptions of the Causes of Mental Distress. Social Work in Mental Health. 11(3), 223-248.

Barrera, I. (2012). A Micro Systems Examination of Barriers to Mental Health Care for Latinos. Problematica de los grupos vulnerables: visiones de la realidad. 133-147.

Barrera, I. (2012). Determinants and perceptions of quality of life with Diabetes among Diabetes vs. Non-Diabetic Mexican Americans.

Barrera, I., Schulz, C., Rodriguez, S., Gonzalez, C., & Acosta, C. (2012). Mexican-American Perceptions of the External Causes of Mental Distress. Presented at 7th International Conference on Interdisciplinary Social Sciences, Barcelona, Spain.

Barrera, I., Schulz, C., Rodriguez, S., Gonzalez, C., & Acosta, C. (2012). “…It’s Something That Is External; It Doesn’t…Have To Do With You Inside…”: Mexican-American Perceptions of the External Causes of Mental Distress. Presented at 92nd Annual Meeting of the Southwestern Social Science Association, San Diego, CA.

Pittman, S., Drumm, R., & Barrera, I. (2012). Proactive Socialization for Professionalism Behaviors Prior to Field Placements. Presented at Council on Social Work Education 58th Annual Program Meeting. Washington, Education 58th Annual Program Meeting. Washington D.C.

Barrera, I. (2011). Assessing families who are multistressed. Clinical assessment for social workers: Qualitative and quantitative methods.. Chicago: Lyceum.

Barrera, I. (2011). Causes of Mental Distress in Mexican-Americans along the Texas/Mexico Border. Presented at Latino Social Work Organization Conference, Chicago, Illinois.

Barrera, I., & Gonzalez, C. (2011). Elderly Depression and Family Relations. Presented at Annual Mental Health Awareness Conference (RGV Mental Health Coalition), Edinburg, Texas.

Barrera, I., & Jordan, C. (2011). Potentially Harmful Practices: Using the DSM With People of Color. Social Work in Mental Health. 9(4), 272-286.

Barrera, I., & Jordan, C. (2011). Potentially Harmful Practices: DSM-IV-R. Presented at 35th Annual State Conference: Texas Chapter of the National Association of Social Workers, Dallas, Texas.

Barrera, I. (2010). Lower Rio Grande Valley Mexican Americans: Experiences and Perceptions of Mental Distress.

Barrera, I. (2009). Salud mental en Nuevo León: retos y desafíos de la sociedad Industrial. Convergencia. 45-53.

Barrera, I. (2009). Mental Health in Older Latinos Teaching Module. Council on Social Work Education-Gero Ed Center..

Barrera, I. (2009). Salud mental en Nuevo León: Retos y desafíos de la Sociedad industrial. Presented at Universidad Autónoma De Coahuila; Facultad de Trabajo Social., Saltillo, Coahuila, México.

Barrera, I., & Gonzalez, C. (2009). Mexicanos Americanos en El Valle de Rio Grande: Percepciones de Enfermedades Mentales. Presented at 2009 International Colloquium, Edinburg, Texas.

Cabello, M., & Barrera, I. (2009). De la fundamentación teórica a la contingencia de la enfermedades mentales y Salud pública. Toluca, Mexico: Universidad Autónoma del Estado de México.

Barrera, I. (2007). Exploring Mental Health Care Barriers in the Latino Community. Presented at Latino Social Work Organization Conference, Chicago, Illinois.

Barrera, I. (2007). Child Welfare Practice with Immigrant Latino Children and Families: Enhancing Cultural Competence through Systems of Care. Presented at Latino Social Work Organization Conference, Chicago, Illinois.

Barrera, I. (2007). Alternative Treatments for Mental Health Care in Mexican American Communities. Presented at Annual Celebration of Excellence by Students, (ACES; University of Texas at Arlington) Arlington, Texas .

Barrera, I., & Mendez, O. (2007). Salud mental en Nuevo León: Retos y Desafíos de la sociedad industrial. Presented at IV Coloquio Internacional sobre Políticas Sociales sectoriales, Universidad Autónoma De Nuevo León.

Barrera, I. (2006). The Utilization of Mental Health Care by Mexican-Americans. Presented at National Alliance on Mental Illness (NAMI) Multicultural Summit Conference, Washington D.C.

Barrera, I. (2006). A Work in Progress Dissertation: Mexican-Americans and Mental Health Care. Presented at Rio Bravo Association Conference, (Texas A&M International University): Laredo, Texas.

Basurto, I., Wise, D., & Unruh, R. (2006). California School Principals' Perceptions of the Effects of Proposition 227. Educational Leadership and Administration: Teaching and Program Development. 99-108.

Lomeli, J., Parks, J., Basurto, I., & Padilla, F. (2006). California Mini-Corps: Developing Quality Teachers for 40 Years. Education. 127(1), 100-108.

Bathina, J. (2012). Ninos de oro: Cutler-Orosi chronicles. Hyderabad: Literate Voices.

Bathina, J., & Devoogd, G. (2011). Samanjasya Staff Development: Adaptive Praxis through Building on Teacher Context and Knowledge. International Education. 41(1), 42-58.

Bathina, J. (2011). Among the Groves: Lindsay Lives. Maine: Booklocker.

Torgerson, C., Beare, P., & Spagna, M. (2016). Quality of educator preparation: How the California State University collaborates to prepare educational professionals and refute the claims of policy makers. Education and Social Policy. 3(1), 36-45.

Torgerson, C., & Beare, P. (2016). Quality of Educator Preparation: How the California State University Collaborates to Prepare Education Professionals and Refute the Claims of Policy Makers. Journal of Education & Social Policy. 3(1), 36-45.

Chiero, R., Beare, P., Marshall, J., & Torgerson, C. (2015). Evaluating the effectiveness of e-learning in teacher preparation. Educational Media International Special Issue- ICEM 2014.

Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2014). Examination for bias in principal ratings of teachers’ preparation. The Teacher Educator. 49(1), 75-88.

Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2013). Surveys of teacher education graduates and their principals: The value of the data for program improvement. Teacher Education Quarterly. 40(3), 143-161.

Beare, P., Torgerson, C., Marshall, J., Tracz, S., & Chiero, R. (2012). Examination of alternative programs of teacher preparation on a single campus. Teacher Education Quarterly. 39(4), 55-74.

Beare, P., Marshall, J., Torgerson, C., Tracz, S., & Chiero, R. (2012). Toward a culture of evidence: Factors affecting survey assessment of teacher preparation. Teacher Education Quarterly. 159-173.

Chiero, R., Tracz, S., Marshall, J., Torgerson, C., & Beare, P. (2012). Learning to Teach: Comparing the Effectiveness of Three Pathways. Action in Teacher Education Action in Teacher Education. 34(4), 368-380.

Marshall, J., Beare, P., & Newell, P. (2012). U.S. Department of Education’s Teacher Education Reform: How Does Your Program Rate?. Educational Renaissance. 1(1).

Beare, P., Torgerson, C., & Dubois-Gerchak, K. (2010). Using video modeling to increase compliance in the general education classroom. Educational psychology reader: The art and science of how people learn. (pp.75-87) New York: Peter Lang.

Chiero, R., & Beare, P. (2010). An Evaluation of online versus campus-based teacher preparation programs. Journal of Online Learning and Teaching. 6(4), 780-790.

Beare, P., & Torgerson, C. Where to Place Wally? A Special Education Due Process Case Study. Retrieved from: http://escholarship.bc.edu/education/tecplus/vol6/iss2/art3

Torgerson, C., Macy, S., Beare, P., & Tanner, D. (2009). Fresno Assessment of Student Teachers: A Teacher Performance Assessment that Informs Practice. Issues in Teacher Education. 18(1), 63-82.

Beare, P., Torgerson, C., & Creviston, C. (2008). Increasing Verbal Behavior of a Student Who Is Selectively Mute. Journal of Emotional and Behavioral Disorders. 16(4), 248-255.

Beare, P., Torgerson, C., & Creviston, C. (2008). Increasing verbal behavior of a student who is selectively mute. Journal of Emotional and Behavioral Disorders. 16(4), 248-255.

Beare, P., Severson, S., & Brandt, P. (2004). The Use of a Positive Procedure to Increase Engagement On-Task and Decrease Challenging Behavior. Behavior Modification. 28(1), 28-44.

Firman, K., Beare, P., & Loyd, R. (2002). Enhancing Self-Management in Students with Mental Retardation: Extrinsic versus Intrinsic Procedures. Education and Training in Mental Retardation and Developmental Disabilities. 37(2), 163-71.

Beare, P. (1999). Analyzing behavior problems. Practical Update. 3(1), 11-17.

Beare, P. (1998). Applied behavior analysis assessment. Moorhead, MN: Practical Press.

Beare, P. (1997). Dealing with student crisis in the classroom. Practical Update. 1(2), 5-8.

Beare, P., & Severson, S. (1994). Intervention strategies for challenging behavior in inclusive and traditional educational settings.

Beare, P. (1992). Small Agency Conversion to Community-Based Employment: Overcoming the Barriers. Journal of the Association for Persons with Severe Handicaps (JASH). 17(3), 170-78.

Beare, P. (1991). Issues in the diagnosis and treament of behavior disorders. Perspectives on the diagnosis and treatment of students with emotional/behavioral disorders. Minneapolis, MN: Minnesota Educators of the Emotionally Disturbed; Minnesota Council for Children with Behavioral Disorders.

Beare, P. (1991). Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered. Behavioral Disorders. 16(3), 211-18.

Drege, P., & Beare, P. (1991). The Effect of a Token Reinforcement System with a Time-Out Backup Consequence on the Classroom Behavior of E/BD Students. B. C. Journal of Special Education. 15(1), 39-46.

McCarl, J., Svobodny, L., & Beare, P. (1991). Self-Recording in a Classroom for Students with Mild to Moderate Mental Handicaps: Effects on Productivity and On-Task Behavior. Education and Training in Mental Retardation. 26(1), 79-88.

Walther, M., & Beare, P. (1991). The Effect of Videotape Feedback on the On-Task Behavior of a Student with Emotional/Behavioral Disorders. Education and Treatment of Children. 14(1), 53-60.

Cooper, A., Beare, P., & Thorman, J. (1990). Preparing Teachers for Diversity: A Comparison of Student Teaching Experiences in Minnesota and South Texas. Action in Teacher Education. 12(3), 1-4.

Lynch, E., & Beare, P. (1990). The Quality of IEP Objectives and Their Relevance to Instruction for Students with Mental Retardation and Behavioral Disorders. Remedial and Special Education (RASE). 11(2), 48-55.

Beare, P. (1989). Considerations in selecting behavioral intervention for young children with handicaps. Interagency early intervention: Concepts, strategies, and resources. Fergus Falls, MN; Moorhead, MN: Minnesota Rural Outreach, West Central Educational Cooperative Service Unit ; Moorhead State University.

Beare, P. (1989). The Comparative Effectiveness of Videotape, Audiotape, and Telelecture in Delivering Continuing Teacher Education. American Journal of Distance Education. 3(2), 57-66.

Wasson, B., Beare, P., & Wasson, J. (1989). Behavioral differences among good and poor readers. Journal of Educational Research. 162-165.

Beare, P. (1986). Categorical Services for Behavior Disordered Students in Rural Areas: Is There Justification for Change?. B. C. Journal of Special Education. 10(2), 131-38.

Beare, P. (1986). Programming for Behaviorally Disordered Native Americans. Journal of American Indian Education. 25(2), 24-31.

Beare, P., & Lynch, E. (1986). Underidentification of Preschool Children at Risk for Behavioral Disorders. Behavioral Disorders. 11(3), 177-83.

Beare, P. (1985). Difficulties and Alternatives in Emotional/Behavioral Disorders. B. C. Journal of Special Education. 9(1), 1-10.

Beare, P. (1985). Regular Classroom Teachers' Attitudes toward Mainstreaming the Emotionally Disturbed: Can They Be Changed?.

Buktenica, N., & Beare, P. (1984). Multidisciplinary team approach to rural service delivery: A transactional perspective. Programming for adolescents with behavioral disorders. [Reston, Va.]: Council for Children with Behavioral Disorders.

Beare, P., & Lynch, E. (1983). Rural Area Emotional Disturbance Service Delivery: Problems and Future Directions. Behavioral Disorders. 8(2), 113-19.

Beare, P. (1982). Teachers as child advocates in a rural school. New Perspectives in Special Education. 1-3.

Beare, P. (1981). Mainstreaming Approach for Behaviorally Disordered Secondary Students in a Rural School District. Behavioral Disorders. 6(4), 209-18.

Beare, P. (1980). The In School-In Class Program: A Child Advocacy/Crisis Teacher Program for Behaviorally Disordered Students in a Rural School District.

Beare, P. (1978). In-school program for problem students. Missouri Pacesetter. 37.

Behrend, J., & Mohs, L. (2006). From Simple Questions to Powerful Connections: A Two-Year Conversation about Negative Numbers. Teaching Children Mathematics. 12(5), 260-264.

Athanases, S., Bennett, L., & Wahleithner, J. (In press). Developing adaptive expertise for teaching English: Following the pathway of classroom data in preservice teacher inquiry. Journal of Literacy Research.

Bennett, L., Athanases, S., & Wahleithner, J. (In press). Teachers’ evolving conceptions of the relationship between teaching and teacher inquiry. Action in Teacher Education.

Bennett, L., Athanases, S., & Wahleithner, J. (2016). “Like a Ball and Glove”: Teachers’ Conceptions of the Promise and Challenges of Conducting Classroom Inquiry. Action in Teacher Education. 38(1), 49-69.

Athanases, S., Bennett, L., & Wahleithner, J. (2015). Adaptive Teaching for English Language Arts: Following the Pathway of Classroom Data in Preservice Teacher Inquiry. Journal of Literacy Research. 47(1), 83-114.

Athanases, S., Bennett, L., & Wahleithner, J. (2013). Fostering Data Literacy through Preservice Teacher Inquiry in English Language Arts. Teacher Educator. 48(1), 8-28.

Athanases, S., Wahleithner, J., & Bennett, L. (2013). Learning about English Learners' Content Understandings through Teacher Inquiry: Focus on Writing. New Educator. 9(4), 304-327.

Bennett, L., Athanases, S., & Wahleithner, J. (2013). Responsive teacher inquiry for learning about adolescent English Learners as developing writers. L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education. (pp.149-153) Routledge.

Athanases, S., Wahleithner, J., & Bennett, L. (2012). Learning to Attend to Culturally and Linguistically Diverse Learners through Teacher Inquiry in Teacher Education. Teachers College Record. 114(7), 50.

Benninga, J. (2013). The fundamental connection between education for democracy and character education. Korean Journal of Educational Policy. 135-139.

Benninga, J., & Quinn, B. (2011). Enhancing American identity and citizenship in schools. Applied Developmental Science. 15(2), 104-110.

Benninga, J., Sparks, R., & Tracz, S. (2011). Enhancing teacher moral judgment in difficult political times: Swimming upstream. International Journal of Educational Research. 50(3), 177-183.

Benninga, J., & Tracz, S. (2010). Continuity and discontinuity in character education. International Research Handbook on Values Education and Student Wellbeing. Dordrecht; London: Springer.

Benninga, J. (2008). Cultural Transmission. Moral education a handbook. (pp.115-117) Westport, Conn.: Praeger.

Benninga, J. (2008). James S. Leming. Moral education a handbook. (pp.252-254) Westport, Conn.: Praeger.

Benninga, J. (2008). Edward A. Wynne. Moral education a handbook. (pp.474-476) Westport, Conn.: Praeger.

Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2006). Character and Academics: What Good Schools Do. Phi Delta Kappan. 87(6), 448-452.

Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2003). The relation of character education and academic achievement in California elementary schools. Journal of Research in Character Education. 1(1), 17-30.

Benninga, J., & Wynne, E. (1998). Keeping in Character: A Time-Tested Solution. Phi Delta Kappan. 79(6), 439-45,448.

Benninga, J. (1997). Schools, character development and citizenship. The Construction of Children's Character. (pp.77-96) Chicago: NSSE : Distributed by the University of Chicago Press.

Benninga, J. (1997). Recognizing Schools for Character Education Success. Social Studies Review. 37(1), 56-57.

Benninga, J., & Minkler, J. (1997). Clearinghouse Established for Character Education. Social Studies Review. 37(1), 77-78.

Benninga, J., Tracz, S., Sparks, R., Solomon, D., Battistich, V., Delucchi, K., ... Stanley, B. (1991). Effects of Two Contrasting School Task and Incentive Structures on Children's Social Development. The Elementary School Journal. 92(2), 149-167.

Benninga, J. (1988). An Emerging Synthesis in Moral Education. Phi Delta Kappan. 69(6), 415-18.

Benninga, J., & Richardson, V. (1988). Young children and AIDS instruction: Practical and moral questions about education. Ethics in Education. 7(4), 4-6.

Benninga, J. (1985). Making friends: Ways of encouraging social development in young children, and Play together, grow together: A cooperative curriculum for teachers of young children (Book Review). Young Children. 40(4), 59.

Guskey, T., Benninga, J., & Clark, C. (1984). Mastery learning and students' attributions at the college level. Research in Higher Education. 20(4), 491-498.

Benninga, J., Guskey, T., & Clark, C. (1983). The influence of mastery learning on students' attributions at the college level. College Student Personnel Abstracts. 19(1).

Clark, C., Benninga, J., & Guskey, T. (1983). The Effectiveness of Mastery Learning Strategies in Undergraduate Education Courses. Journal of Educational Research. 76(4), 210-214.

Crum, R., Thornburg, K., Benninga, J., & Bridge, C. (1983). Preschool children's object substitution during symbolic play. Perceptual and Motor Skills. 56(3), 947-955.

Hall, J., Benninga, J., & Clark, C. (1983). A Comprehensive Approach To The Inservice Training of Teachers. The National Association of Secondary School Principals Bulletin. 67(461), 17-21.

Benninga, J., & Crum, R. (1982). Acting out for social understanding. Childhood Education. 58(3), 144-148.

Benninga, J., Guskey, T., & Thornburg, K. (1982). Selected attitudes of teachers and student perceptions of instruction at the primary level. Early Childhood Education: International Perspectives. New York, NY : Plenum .

Benninga, J., & Nelly, E. (1982). Social development in the classroom. Viewpoints in Teaching and Learning. 128-131.

Benninga, J. (1981). The Relationship between Teacher Attitudes and Student Perceptions of Classroom Climate. Elementary School Journal. 82(1), 66-75.

Benninga, J. (1980). Egocentrism in the Early Childhood Classroom. Educational Forum. 45(1), 113-20.

Benninga, J. (1980). Integration of Self-Concept and Moral Judgment: Two Studies. Journal of Genetic Psychology. 136(1), 25-36.

Benninga, J. (1980). Selected Attitudes of Teachers and Student Perceptions of Instruction at the Primary Level.

Meredith, R., & Benninga, J. (1979). Counseling with Parents to Benefit Children. Elementary School Guidance and Counseling. 14(1), 36-42.

Benninga, J., & Meredith, R. (1977). Enhancing Young Children's Moral Judgments: The Piagetian Connection.

Benninga, J., & Day, B. (1976). Review of Open Learning in Early Childhood. Peabody Journal of Education. 53(2), 138-139.

Benninga, J. (1975). The Wheel Turns: A Look at the Old and the New-Old in American Education Today. Kappa Delta Pi Record. 12(1), 4-5,26.

Benninga, J. (1975). The Relation of Self Concept to Moral Judgment in Young Children.

Bohlin, C. (2015). Editor. COMET: California Online Mathematics Education Times.16(1-4).

Bohlin, C., Nelson, F., Williams, D., Brady, M., Tehrani, F., Papavasiliou, N., ... Crask, L. (2015). Integrating STEM into K-8 teacher preparation: Fresno State’s Liberal Studies STEM Concentration. Proceedings of the California State University STEM Collaboratives Summit. 97.

Bohlin, C., Tehrani, F., Papavasiliou, N., Nelson, F., & Brady, M. (2014). Engineering Literacy: Educating prospective elementary school teachers to lay the foundation for a more knowledgeable and well-prepared generation of engineering students. Presented at Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, Long Beach, CA.

Bohlin, C. (2014). COMET: California Online Mathematics Education Times. 15(3-8).

Bohlin, C. (2007). Developing a statewide community of mathematics teacher educators: The California Association of Mathematics Teacher Educators (CAMTE). AMTE Connections. 16(2), 10-11.

Chen, R., Kotbungkair, W., & Brown, A. (2015). A Comparison of Self-Acceptance of Disability between Thai Buddhists and American Christians. Journal of rehabilitation. 81(1), 52-62.

Brown, A., & Marini, I. (2014). Experience of Spinal Cord Injury. Families in Rehabilitation Counseling: A Community-Based Model. New York: Springer Publishing Co..

Ysasi, N., Silvia, I., & Brown, A. Counseling Veterans and Families. The Professional Counselor’s Desk Reference, 2nd edition. New York: Springer Publishing Co.

Greenlaw, C., & Brown-Welty, S. (2009). A comparison of web-based and paper-based survey methods: Testing assumptions of survey mode and response cost. Evaluation Review. 33(5), 464-480.

Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and School-Community Interrelationships in High-Performing, High-Poverty, Rural California High Schools. Journal of Research in Rural Education. 24(1), 1-18.

Tannenbaum, S., Welty, B., Giovannetti, Nisbett, & Torgersen (2009). High school teacher efficacy: Are there relationships between teacher efficacy, student achievement, and school site performance?. Presented at Central Valley Educational Research Consortium, Fresno, CA .

Tannenbaum, S., & Brown-Welty, S. (2007). A Winning Combination. Horizon- The Newsletter of the Association for Experimental Education.

Tannenbaum, S., & Brown-Welty, S. (2007). A winning combination. Horizon- On Line Journal.

Tannenbaum, S., & Brown-Welty, S. (2006). Tandem Pedagogy: Embedding Service-Learning into an After-School Program. Journal of Experiential Education. 29(2), 111-125.

Nisbett, N., Brown-Welty, S., & O'Keefe, C. (2002). A Study of Ethics Education within Therapeutic Recreation Curriculum. Therapeutic Recreation Journal. 36(3), 282-295.

Beare, P., , T., , M., , T., & , C. (2012). Examination of Alternative Programs of Teacher Preparation on a Single Campus. Teacher Education Quarterly. 39(4), 55-74.

Beare, P., Marshall, J., Torgerson, C., Tracz, S., & Chiero, R. (2012). Toward a culture of evidence: Factors affecting survey assessment of teacher preparation. Teacher Education Quarterly. 159-173.

Chiero, R., Tracz, S., Marshall, J., Torgerson, C., & Beare, P. (2012). Learning to Teach: Comparing the Effectiveness of Three Pathways. Action in Teacher Education. 34(4), 368-380.

Chiero, R., & Beare, P. (2010). An Evaluation of online versus campus-based teacher preparation programs. Journal of Online Learning and Teaching. 6(4), 780-790.

Chiero, R., Kinsey, G., Payne, M., & Guaglianone, C. (2009). Teaching Performance Assessment: A comparative study of implementation and impact among California State University campuses. Issues in Teacher Education. 18(1), 129-148.

Chiero, R. (2007). Preservice teachers and diverse communities: Establishing meaningful connections. Democracy & Civic Engagement: Implications for Teacher Preparation and a National Agenda for Inquiry. (pp.13-18) Washington D. C.: American Association of State Colleges and Universities.

Chiero, R., & Stone, B. (2004). It’s not about laptops, it’s about kids!. Critical Multicultural Conversations. Cresskill, N.J.: Hampton Press.

Sherry, L., & , C. (2004). Project TALENT: Infusing Technology in K-12 Field Placements Through a Learning Community Model. Journal of Technology and Teacher Education. 12(2), 265-297.

Chiero, R., Bohlin, R., Harris, S., & Sherry, L. (2003). Increasing Comfort, Confidence, and Competence in Technology Infusion with Learning Communities. Tech Trends. 47(2), 34-38.

Chiero, R. (1997). Teachers' Perspectives on Factors that Affect Computer Use. Journal of Research on Computing in Education. 30(2), 133-45.

Morey, A., Bezuk, N., & Chiero, R. (1997). Preservice Teacher Preparation in the United States. Peabody Journal of Education. 72(1), 4-24.

Allen, B., Chiero, R., & Hoffman, R. (1996). Mapping more authentic multimedia learning environments. Constructivist Learning Environments: Case studies in instructional design. Englewood Cliffs, N.J.: Educational Technology Publications.

Chiero, R. (1996). Electronic performance support systems: A new opportunity to enhance teacher effectiveness?. Action in Teacher Education. 17(4), 37-44.

DeVoogd, G., & Ewing, T. (2015). Authenticity in Reading Anthologies: Altered Images. California Reader. 48(3), 19-29.

Hodgson, J., Hively, J., Tovar, T., Hauser, L., & DeVoogd, G. (2015). Enhancing Teacher Readiness for 1:1 Learning Devices in the K-8 Classroom. Presented at Proceedings of Society for Information Technology & Teacher Education International Conference 2015, Chesapeake, VA.

Kunnath, J., Rocha, R., Jackson, A., & DeVoogd, G. (2015). Teacher Development in the English Classroom: Exploring the Affordances of Twitter to Address the Action Element of Critical Literacy. Presented at Society for InformatioTechnology & Teacher Education international Conference 2015, Chesapeake, VA.

Bathina, J., & Devoogd, G. (2011). Samanjasya Staff Development: Adaptive Praxis through Building on Teacher Context and Knowledge. International Education. 41(1), 42-58.

McLaughlin, M., & Devoogd, G. (2011). Critical literacy as comprehension. Handbook of research on teaching the English language arts. New York, NY: Routledge.

DeVoogd, G. (2009). Rechecking the Research and the Professional Role of Teachers: A Response to Timothy Shanahan. California Reader. 42(2), 4-15.

Garan, E., & Devoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. Reading Teacher. 62(4), 336-344.

DeVoogd, G. (2007). Critical comprehension of social studies texts. Random House Inc: An annual magazine for Educators. 21-24.

DeVoogd, G. (2006). Question Authority: Kids Need to Be Skeptical of the Curriculum. It's the Only Way to Develop a Balanced View of the World. School Library Journal. 52(4), 48.

DeVoogd, G. (2006). Question Authority. School Library Journal. 52(4), 48-52.

McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy. 48(1), 52-82.

McLaughlin, M., & DeVoogd, G. (2004). Critical literacy: Enhancing students' comprehension of text. New York: Scholastic.

Loveless, A., Devoogd, G., & Bohlin, R. (2001). Something old, something new: Shifts of knowledge and pedagogy in a post-typographic world. ICT, pedagogy, and the curriculum: Subject to change. London; New York: Routledge/Falmer.

Okolo, C., Koehler, M., Warschauer, M., Bohlin, R., & DeVoogd, G. (2001). Book Reviews - Electronic Literacies: Language, Culture, and Power in Online Education. Journal of Educational Computing Research. 24(2), 205.

Yelland, N., & Devoogd, G. (2001). Young child. Society for Information Technology & Teacher Education International Conference annual March 26-30, San Antonio, Texas, USA. (pp.3156-3157) Chesapeake, Va: Association for the Advancement of Computing in Education.

Devoogd, G. (2000). A critique: The myth of the first three years. Contemporary Issues in Early Childhood. 1(3), 352.

Devoogd, G., Willis, J., Loveless, A., & Yelland, N. (2000). In Search Of The Revolutionary Power Of Critical Pedagogy: Issues of Ideology, Power, And Culture In Technology Teacher Education. Proceedings of SITE 2000: Society for Information Technology & Teacher Education International Conference (11th, San Diego, California, February 8-12, 2000).

DeVoogd, G. (2000). Young Child. AACE.

DeVoogd, G., Willis, J., Loveless, A., & Yelland, N. (2000). In Search Of The Revolutionary Power Of Critical Pedagogy: Issues Of Ideology, Power, And Culture In Technology Teacher Education. AACE.

Devoogd, G. (1998). Relationships and tensions in curriculum. The primary curriculum: Learning from international perspectives. New York; London: Routledge.

DeVoogd, G., Patterson, L., Baldwin, S., Brenz, S., & Hirtle, J. (1998). Finding Common Ground: Democracy, Critical Literacy, and Technology in Four Diverse Learning Contexts. National Reading Conference Yearbook. 415-27.

DeVoogd, G. (1998). Computer Use Levers Power Sharing: Multicultural Students' Styles of Participation and Knowledge. Computers & Education. 31(4), 351-64.

DeVoogd, G. (1998). Preservice teachers find voice and scholarship in an online class. Technology and Teacher Education Annual. Charlottesville, VA: Association for the Advancement of Computing in Education.

DeVoogd, G. (1997). Computer mediated instruction for young children: Software and facilitation issues. Technology and Teacher Education Annual. Charlottesville, VA: Association for the Advancement of Computing in Education.

DeVoogd, G. (1996). Cultural congruence in the technology literate classroom. Technology and Teacher Education Annual. Charlottesville, VA: Association for the Advancement of Computing in Education.

DeVoogd, G. (1996). Web readiness for early childhood educators. Technology and Teacher Education Annual. Charlottesville, VA: Association for the Advancement of Computing in Education.

Devoogd, G., & Devoogd, K. (2011). Epistemological Reflections in Online Discussion Boards for Preservice Teacher Education. Society for Information Technology & Teacher Education International Conference annual March 26-30, San Antonio, Texas, USA. (pp.1455-1459) Chesapeake, Va: Association for the Advancement of Computing in Education.

Dworkin, S. (2006). Aging Bisexual: The invisible of the invisible minority. Lesbian, Gay, Bisexual, and Transgender Aging: Research and Clinical Perspectives. (pp.36-52) New York: Columbia University Press.

Garan, E., & Devoogd, G. (2008). The benefits of sustained silent reading: Scientific research and common sense converge. Reading Teacher. 62(4), 336-344.

Garan, E. (2007). Smart answers to tough questions: What to say when you're asked about fluency, phonics, grammar, vocabulary, SSR, tests, support for ELLs, and more. New York: Scholastic.

Garan, E. (2005). Scientific flim-flam: A who's who of entrepreneurial research. Reading for Profit: How the Bottom Line Leaves Kids Behind. Portsmouth, NH: Heinemann.

Tannenbaum, S., Welty, B., Giovannetti, Nisbett, & Torgersen (2009). High school teacher efficacy: Are there relationships between teacher efficacy, student achievement, and school site performance?. Presented at Central Valley Educational Research Consortium, Fresno, CA .

Gonzalez, J. (2014). Foreward. We are not dirt: From “tardy sweep” to time management support. (pp.v-vi) Fresno, CA: The Freedom Writers of Sunnyside High School.

Gonzalez, J., & Turner, C. (2014). Modeling mentoring across race/ethnicity and gender: practices to cultivate the next generation of diverse faculty. Sterling, VA: Stylus.

Gonzalez, J., & Turner, C. (2014). Analysis of the mentor-protégé narratives: Reflecting the literature. Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.260-282) Sterling, VA: Stylus.

Gonzalez, J., & Turner, C. (2014). Building cross-gender mentorship in academe: A Chicano-Latina/Filipina relationship built on common scholarly commitments. Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.74-93) Sterling, VA: Stylus.

González, J., Peguero, A., & Portillos, E. (2014). School securitization and Latina/o educational progress. Urban Education.

Peguero, A., Portillos, E., & Gonzalez, J. (2014). School Securitization and Latina/o Educational Progress. Urban Education Urban Education. 1-27.

Turner, C., & Gonzalez, J. (2014). Analysis of the mentor-protégé narratives: Contributing to the literature and emerging mentoring model for practice. Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.283-300) Sterling, VA.

Turner, C., & Gonzalez, J. (2014). What does the literature tell us about mentoring across race/ethnicity and gender?. Modeling mentoring across race/ethnicity and gender: Practices to cultivate the next generation of diverse faculty. (pp.14-73) Sterling, VA: Stylus.

Turner, C., & Gonzalez, J. (2014). Walking with company! / ¡Caminando acompañados!: Mentoring Latina/o students in higher education. Readings on Equal Education Series. (pp.1-25) New York: AMS Press.

González, J., & Immekus, J. (2013). Experiences of Central California Latino male youth: Recollecting despair and success in barrios and schools. Diaspora, Indigenous, and Minority Education. 7(2), 180-197.

González, J., Peguero, A., Portillos, E., Sung Hong, J., Kahle, L., & Shekarkhar, Z. (2013). Victimization, urbanicity, and the relevance of context: School routines, race and ethnicity, and adolescent violence. Journal of Criminology. 2013(5), 1-14.

González, J., & Portillos, E. (2013). Chicanos teaching social justice in higher education / Chicanos enseñando justicia social en la universidad: Experiences at predominately White and Hispanic serving institutions. Social justice issues and racism in the college classroom: Perspectives from different voices (International Perspectives on Higher Education Research, Volume 8). (pp.85-111) Cambridge, MA: Emerald Group Publishing Inc..

González, J., & Ryujin, K. (2013). Of color beyond Black and White. Views from the frontline: Voices of conscience on college campuses. (pp.19-40) Champaign, IL: Common Ground Publishing.

Gonzalez, J. (2009). What's Happening: A critical understanding of Latina doctoral and professional students. Standing on the outside looking in: Underrepresented students' experiences in advanced-degree programs. Sterling, Va: Stylus.

Gonzalez, J. (2008). Damning Historical Visual Archives: Deficit Photographing of Mexicans and the Schooling Process. American Educational History Journal. 35(2), 293-313.

Turner, C., Hernandez, E., Pena, M., & Gonzalez, J. (2008). New Voices in the Struggle/Nuevas Voces en la Lucha: Toward Increasing Latina/o Faculty in Theological Education. Journal of Hispanic Higher Education. 7(4), 321-335.

Gonzalez, J. (2007). The Ordinary-ness of Institutional Racism: The Effect of History and Law in the Segregation and Integration of Latinas/os in Schools. American Educational History Journal. 34(2), 331-345.

Gonzalez, J. (2007). Surviving the Doctorate and Thriving as Faculty: Latina Junior Faculty Reflecting on Their Doctoral Studies Experiences. Equity & Excellence in Education. 40(4), 291-300.

Gonzalez, J. (2007). Expanding our thinking of resiliency from k-12 to higher education: Resolute experiances of academic Latinas. Resiliency reconsidered: Policy implications of the resiliency movement. Charlotte, N.C.: IAP.

Gonzalez, J., & Davis, D. (2007). Can We All Get Along?/Pueden Convivir Todas Las Razas?: The 15th Anniversary of the Los Angeles Riots and the Status of Urban Schooling. Educational Studies. 42(3), 208-212.

Gonzalez, J., & Portillos, E. (2007). The Undereducation and Overcriminalization of U.S. Latinas/os: A Post-Los Angeles Riots LatCrit Analysis. Educational Studies: A Journal of the American Educational Studies Association. 42(3), 247-266.

Gonzalez, J. (2006). Academic Socialization Experiences of Latina Doctoral Students: A Qualitative Understanding of Support Systems that Aid and Challenges that Hinder the Process. Journal of Hispanic Higher Education. 5(4), 347-365.

Hannigan, J., & Hannigan, J. (2017). Why Should Misbehaving Students Receive Incentives?. Corwin Connect.

Hannigan, J., & Hannigan, J. (2017). Equity in School Discipline Don’t Suspend Me! - Webinar.

Hannigan, J., & Hannigan, J. (2017). Is suspension in schools good or bad?.

Hannigan, J., & Hannigan, J. (2016). Suspend or Innovate? Alternative Discipline That Works!. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). Back-to-School Behavior Checklists. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). Does Your District Office Support Alternative Discipline?. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). What is the Magic Behind 3 to 5 Days of Suspension?. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). Stop Reacting to Bad Behavior and Start Preventing It!. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). How to HELP Teachers with Discipline. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). Bridging PBIS and MTSS. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). If Not Suspend, Then What?. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). Five Strategies to Stop Blaming Students and Start Impacting Learning. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). It’s Not PBIS That’s Not Working. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). 10 Easy Ways for School Leaders to Connect With Students. Corwin Connect.

Hannigan, J., & Hannigan, J. (2016). 6 Tips on How to Assign Alternative Discipline. Corwin Connect.

Hannigan, J., & Hannigan, J. (2015). Why Not Just Suspend? 5 Strategies for Conversations About School Discipline. Corwin Connect.

Hannigan, J., & Hannigan, J. (2015). Suspensions Won’t Work: Changing Student Behavior For the Long Term. Corwin Connect.

Hannigan, J., & Hannigan, J. (2015). 7 Ways to Make Time for the Right School Discipline. Corwin Connect.

Bennett, S., & Hart, S. (2015). Addressing the ‘shift’: Preparing preservice secondary teachers for the Common Core. Reading Horizons. 53(4).

Hart, S., & Mullooly, J. (2015). From student to steward of democracy: Developing teachers as transformative change agents. Neoliberalizing Educational Reform: America’s quest for profitable market-colonies and the undoing of public good. (pp.123-148) Rotterdam, Netherlands: Sense Publishers.

Mullooly, J., & Hart, S. (2015). Building service learning into an academic discipline: Urban civic education. The sage sourcebook of service-learning and civic engagement. (pp.107-113) Thousand Oaks, CA : SAGE Publications.

Hart, S. (2014). This isn’t what we normally do: Test preparation and the teaching of writing. Casework in K-6 writing instruction: Connecting composing strategies, digital literacies, and disciplinary content to the Common Core.

Hart, S., & Mullooly, J. (2014). Building service learning into an academic discipline: Civic urban education. Service-learning and civic engagement: A sourcebook. Thousand Oaks, CA: SAGE Publications.

Hart, S. (2014). “This isn’t what we normally do.” : Test preparation and the teaching of writing. Casework in K-6 writing instruction: Connecting composing strategies, digital literacies, and disciplinary content to the Common Core. New York, NY: Peter Lang.

Hart, S., & Minkler, J. (2013). Valley change agents: A service-learning guide for K-12 teachers. Presented at Fresno Urban Civic Education, Fresno, CA.

Hart, S., & Bennett, S. (2013). Disciplinary literacy development of STEM preservice teachers. Teacher Education and Practice. 26(2), 221-241.

Hart, S. (2007). Service-learning and literacy motivation: Setting a research agenda. Presented at From passion to objectivity: International and cross-disciplinary perspectives on service-learning research, Charlotte, N.C.

Hart, S., & King, J. (2007). Service Learning and Literacy Tutoring: Academic Impact on Pre-Service Teachers. Teaching and Teacher Education: An International Journal of Research and Studies. 23(4), 323-338.

Kelley, K., Hart, S., & King, J. (2007). Negotiating Pedagogy Development: Learning to Teach Writing in a Service-Learning Context. Action in Teacher Education. 29(2), 94-108.

King, J., Hart, S., & Kozdras, D. (2007). When is it critical literacy with adolescent learners?. Literacy for the New Millennium. Westport, Conn: Praeger Publishers.

Djabrayan Hannigan, J., & Hauser, L. (2015). The PBIS tier one handbook : a practical approach to implementing the champion model. Thousand Oaks, CA: Corwin, A SAGE Company.

Hodgson, J., Hively, J., Tovar, T., Hauser, L., & DeVoogd, G. (2015). Enhancing Teacher Readiness for 1:1 Learning Devices in the K-8 Classroom. Presented at Society for Information Technology & Teacher Education International Conference 2015, Chesapeake, VA.

Hodgson, J., Tovar, T., Hively, J., Hauser, L., & DeVoogd, G. (2015). Teacher Readiness for 1 to 1 Learning Devices in the K-8 Classroom: Lessons Learned.

Hauser, L., & Quinto, J. (2014). Effectiveness of California higher education legislation (senate bill 1644) and national implications of higher education as a right or privilege. Educational Leadership and Administration: Teaching and Program Development. 27-40.

Hauser, L., & Darrow, R. (2013). Cultivating a doctoral community of inquiry and practice: Designing and facilitating discussion board online learning communities. Educational Leadership Review. 14(3), 29-48.

Hernandez, S., & Gonzales, L. (2014). Testimonio for living and learning in academia: Caring for mind, body, and soul. Abriendo Puertas, Cerrando Heridas (Opening Doors, Closing Wounds): Latina/os Findings Work-Life Balance in Academia. Charlotte, NC: Informational Age Publishing.

Hernandez, J., & Hernandez, I. (2014). The role of the executive-level student services officer within a community college organizational. New Directions for Community Collges. (pp.33-39) San Francisco, CA: Jossey-Bass.

Huerta, T. (2011). Humanizing Pedagogy: Beliefs and Practices on the Teaching of Latino Children. Bilingual Research Journal. 34(1), 38-57.

Brimmer, K., Huerta, T., & Landt, J. (2007). An annotated bibliography of multicultural literature: Early childhood to middle childhood. Wisconsin State Reading Association. 47(1), 56-59.

Immekus, J. (2014). Review of the Multi-Dimensional Intelligence Test. The MentalMeasurements Yearbook.

Immekus, J., French, B., & Yen, H. (2014). Logistic regression. Handbook of Quantitative Methods for Educational Research. Sense Publishers.

Immekus, J. (2013). The factor structure and invariance of an observational checklist to measure children's emergent literacy development across male and female samples. Journal of Educational and Development Psychology. 3(1), 101-112.

Immekus, J., & González, J. (2013). Experiences of Central California Latino male youth: Recollecting despair and success in barrios and schools. Diaspora, Indigenous, and Minority Education. 7(2), 180-197.

Immekus, J., & Maller, S. (2010). Factor Structure Invariance of the Kaufman Adolescent and Adult Intelligence Test Across Male and Female Samples. Educational and Psychological Measurement. 70(1), 91-104.

Immekus, J., & Imbrie, P. (2010). A test and cross-validation of the revised two-factor study process questionnaire factor structure among Western university students. Educational and Psychological Measurement. 70(3), 495-510.

Immekus, J., & Maller, S. (2009). Item parameter invariance of the Kaufman Adolescent and adult intelligence test across male and female samples. Educational and Psychological Measurement. 69(6), 994-1012.

Gibbons, R., Weiss, D., Kupfer, D., Frank, E., Fagiolini, A., Grochocinski, V., ... Immekus, J. (2008). Using computer adaptive testing to reduce health assessment. Psychiatric Services. 361-368.

Immekus, J., & Imbrie, P. (2008). Dimensionality Assessment using the full-information item bifactor analysis for graded response data: An illustration with the state metacognitive inventory. Educational and Psychological Measurement. 68(4), 695-709.

Jamgochian, E. The 2% Transition: Supporting Access to State Assessments for Students with Disabilities. TEACHING Exceptional Children.

Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2006). Character and Academics: What Good Schools Do. Phi Delta Kappan. 87(6), 448-452.

Wu, L., Kao, S., & Lam, S. (2017). Behavioural Interactions within Chinese Families with Children Exhibiting Emotional Difficulties in Adlerian Family Play Therapy: Implications for Counselling Professionals. International Journal for the Advancement of Counselling. 39(3), 264-281.

Lam, S. (2014). Counseling aspects for international students in the United States. Presented at The Professional Development Workshop, National Changhua University of Education, Changhua, Taiwan.

Lam, S., Tracz, S., & Lucey, C. (2013). Age, Gender, and Ethnicity of Counsellor Trainees and Corresponding Counselling Self-Efficacy: Research Findings and Implications for Counsellor Educators. International Journal for the Advancement of Counselling. 35(3), 172-187.

Lam, S. (2013). Chickering’s psychosocial development theory on students in higher education. Presented at Wuhan University of Geosciences, Wuhan, China.

Xiong, S., & Lam, S. (2013). Factors affecting the success of Hmong college students in America. British Journal of Guidance and Counselling. 41(2), 132-144.

Lam, S. (2012). Equipping teachers in guidance and counseling. Presented at The First International Conference on School Guidance in the Chinese Communities, Hong Kong.

Lucey, C., & Lam, S. (2012). Predicting Suicide Risks Among Outpatient Adolescents Using the Family Environment Scale: Implications for Practice and Research. International Journal for the Advancement of Counselling. 34(2), 107-117.

Lam, S. (2011). Counseling self-efficacy among trainees from a diverse cultural background: Research findings and implications for counselor educators. Presented at The 2nd Asia Pacific Rim International Counseling Conference, Hong Kong.

Lam, S. (2010). Life beyond sobriety: A developmental framework to restore normal development during recovery from substance addiction. Journal of Family Psychotherapy. 21(4), 299-304.

Lam, S., & Hui, E. (2010). Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach. British Journal of Guidance and Counselling. 38(2), 219-234.

Lam, S. (2010). Factors to consider when assessing and developing empathy among students from diverse backgrounds in counseling practicum. Trilateral Conference on Higher Education and Social Change in a Dynamic Economy. Fresno, CA: California State University, Fresno.

Lam, S. (2008). Counseling skills and core conditions in helping relationships. Presented at The M.Ed. class at the University of Hong Kong, Hong Kong.

Lam, S. (2008). A service learning approach to prepare professionals to assist families that have children with exceptional needs. Presented at The Faculty of Education of the University of Hong Kong, Hong Kong.

Lam, S. (2008). Counseling and guidance for high school students in the U.S. Presented at The M.Ed. class at the University of Hong Kong, Hong Kong.

Lam, S. (2006). Review of Your Supervised Practicum and Internship: Field Resources for Turning Theory into Action. Rehabilitation Counseling Bulletin. 49(3), 182-183.

Lam, S. (2006). Preparing counseling students to use community resources for a diverse client population: Factors for counselor educators to consider. Vistas: Compelling perspectives on counseling, 2006. Alexandria, VA: American Counseling Association.

Lam, S. (2005). From confusion to celebration: The dual roles of school counselors as healers and educators. Vistas: Compelling perspectives on counseling. (pp.37-39) Alexandria, Va.: American Counseling Association.

Lam, S. (2005). An Interdisciplinary Course to Prepare School Professionals to Collaborate with Families of Exceptional Children. Multicultural Education. 13(2), 38-42.

Lam, S. (2004). Intervention for Children Acting out in Class Applying Family Therapy in School Settings. Journal of Family Psychotherapy. 14(4), 99-105.

Lama, G. (2015). Poverty Among Indigenous Peoples of Nepal. Presented at Eight Annual Poverty and Social Protection Conference, Bangkok, Thailand.

Lama, G. (2014). Poverty and Inequality in Nepal. Presented at Celebrating Our Engagement, A College of Health and Human Services Showcase.

Lama, G., & Sened, I. (2014). The Middle Class: New Conceptual and Measurement Framework. Journal of Measurement and Methods in the Social Sciences.

Lama, G., & Sened, I. (2014). Global Middle Class: New Conceptual and Measurement Framework for Developing Countries. Presented at International Conference on Communication Science, Anthropology and Political Sciences, Bangkok.

Lama, G. (2013). Mapping Poverty and Health Disparity in Central Valley California. Presented at Celebrating Our Engagement, A College of Health and Human Services Showcase, California State University, Fresno.

Lama, G. (2012). Global poverty -- local problem : institutional determinants of poverty among indigenous peoples of Nepal.

Lama, G. (2012). Analyses of Lower Meramec Watershed Planning Survey.

Lama, G. (2012). Promoting Human Rights of Indigenous Peoples in Nepal. The Voice of Indigenous Peoples, Kathmandu, Nepal.

Lama, G. (2012). Geographic, Caste and Ethnic Disparity in Wealth, Education and Health in Nepal. Presented at the Society for Social Work Conference, Washington DC.

Lama, G., & Sened, I. (2012). Global Poverty—Local Problem: Institutional Determinants of Poverty Among Indigenous Peoples of Nepal. Presented at Interdisciplinary Leadership Summit: Building Capacity, Building Bridges, Across Diverse Communities, Washington University.

Pandey, S., Lama, G., & Lee, H. (2012). Effect of womens empowerment on their utilization of health services: A case of Nepal. International Social Work. 55(4), 554-573.

Sharma, S., Zou, L., Johnson, L., Lee, Y., & Lama, G. (2012). Initial Findings from the YouthSave Project in Nepal. Presented at Lifelong Asset Building – Strategies and Innovation in Asia, Peking University, Beijing.

Lama, G. (2011). Geographic Disparity: Poor place, poor people, poor health. Presented at Society for Social Work and Research 15th Annual Conference, Tampa.

Lama, G., & Freedman, R. (2011). Housing and Transportation Index. Where We Stand: The Strategic Assessment of St. Louis Region, 6th Edition. Stand: The Strategic Assessment of St. Louis Region, 6th Edition. East-West Gateway Council of Government.

Pandey, S., & Lama, G. (2011). Increasing Women’s Utilization of Health Services: a Case of Nepal. Presented at Nepal. Paper accepted to present at Society for Social Work and Research 15th Annual Conference, Tampa.

Education, M. (2010). Arts Education Makes a Difference in Missouri Schools. As Study of Fine Arts Education in Missouri School Districts.

Lama, G. (2010). Geographic Disparity in Social Development in South Asia. Presented at the Joint World Conference on Social Work & Social Development, Hong Kong.

Lama, G. (2010). Geographic Disparity in Health in South Asia. Presented at ESRI International User Conference, San DIego, California.

Lama, G., Ozawa, N., & Lama, P. (2010). Geographic Isolation and Poverty among Indigenous Peoples in Nepal. Himalayan Research Papers.

Lama, G., Ozawa, N., & Lama, P. (2010). Geographic Isolation and Poverty Among Indigenous Peoples in Nepal. Presented at The 5th Annual Himalayan Conference, Madison, Wisconsin.

Raghavan, R., Lama, G., Kohl, P., & Hamilton, B. (2010). Interstate Variations in Psychotropic Medication Use among a National Sample of Children in the Child Welfare System. Child Maltreat. 15(2), 121-31.

Lama, G. (2009). Geographic Disparity in Access to Healthcare in Nepal. Presented at the 4th Annual Himalayan Conference, Madison, Wisconsin.

Campbell, J., & Lama, G. (2007). Final Report: Missouri Procovery Demonstration Evaluation: Quantitative Findings. Comprehensive Psychiatric Services, Missouri Department of Mental Health.

Health, M. (2006). Girls Holla Back!.

Morse, A., Calsyn, R., Dean Klinkenberg, W., Helminiak, T., Wolff, N., Drake, R., ... McCudden, S. (2006). Treating Homeless Clients with Severe Mental Illness and Substance Use Disorders: Costs and Outcomes. Community Mental Health Journal. 42(4), 377-404.

Lane-Garon, P., Yergat, J., & Kralowec, C. (2012). Conflict resolution education and positive behavioral support: A climate of safety for all learners. Conflict Resolution Quarterly. 31(1).

Lane-Garon, P. (2011). Lowell Revitalization: One Student Conflict Manager at a Time. Metropolitan Universities. 21(3), 67-79.

Cassinerio, C., & Lane-Garon, P. (2006). Changing School Climate one Mediator at a Time: Year-one Analysis of a School-Based Mediation Program. Conflict Resolution Quarterly. 23(4), 447-460.

Lane-Garon, P., Ybarra-Merlo, M., Zajac, J., & Vierra, T. (2005). Mediators and mentors: Partners in conflict resolution and peace education. Journal of Peace Education. 2(2), 183-193.

Lane-Garon, P., & Richardson, T. (2004). Mediator Mentors: Improving school climate, nurturing student disposition. Violence and Abuse Abstracts. 10(4).

Lane-Garon, P. (1998). Developmental Considerations: Encouraging Perspective Taking in Student Mediators. Mediation Quarterly. 16(2), 201-218.

Lee, S. (2014). Mental health of Hmong Americans: A Meta-synthesis of academic journal article findings. Hmong Studies Journal. 1-31.

Lee, S., Weir, K., Canosa, P., Rodrigues, N., McWilliams, M., & Parker, L. (2013). Whole Family Theraplay®: Integrating family systems theory and Theraplay® to treat adoptive families. Adoption Quarterly. 16(3-4).

Lee, S., & Valencia, A. (2013). Counseling Asian and Pacific Islander Americans. Multicultural Issues in Counseling: New Approaches to Diversity. American Counseling Association.

N, W., , L., , C., , R., , M., & , P. (2013). Whole Family Theraplay: Integrating Family Systems Theory and Theraplay to Treat Adoptive Families. Adoption Quarterly. 16(3-4), 175-200.

Lee, S. (2012). Challenges and contributions of Hmong elders: A personal and professional perspectives. Hmong and American: From refugees to citizens. St. Paul, MN: Minnesota Historical Society Press.

Xiong, S., & Lee, S. (2011). Hmong students in higher education and academic support programs. Hmong Studies Journal. 1-20.

Lomeli, J. (2014). Realizing Potentials Migrant High School Youth Leadership Institute. Evaluation Report.

Lomeli, J. (2014). Realizing Potentials Migrant Middle School Youth Leadership Institute. Evaluation Report.

Lomeli, J., Parks, J., Basurto, I., & Padilla, F. (2006). California Mini-Corps: Developing Quality Teachers for 40 Years. Education. 127(1), 100-108.

Botzakis, S., Savitz, R., & Low, D. (2017). Adolescents reading graphic novels and comics: What we know from research. Adolescent literacies: A handbook of practice-based research. (pp.310-322) New York, NY: The Guilford Press.

Jacobs, K., & Low, D. (2017). Critical Questioning in and beyond the Margins: Teacher Preparation Students' Multimodal Inquiries into Literacy Assessment. English education.. 49(3), 226-264.

Low, D. (2017). Students Contesting Colormuteness through Critical Inquiries into Comics. English journal. 106(4), 19-28.

Low, D. (2017). Waiting for Spider-Man: Representations of urban school “reform” in Marvel Comics’ Miles Morales series. Graphic novels for children and young adults: A collection of critical essays. (pp.278-297) Jackson, MS: University Press of Mississippi.

Campano, G., Ngo, L., Low, D., & Bartow Jacobs, K. (2016). Young Children Demystifying and Remaking the University through Critical Play. Journal of Early Childhood Literacy. 16(2), 199-227.

Low, D., & Campano, G. (2016). Multiliteracies, the arts, and postcolonial agency. Partnering with immigrant communities: Action through literacy. (pp.92-102) New York, NY: Teachers College Press.

Low, D., Ngo, L., Jacobs, K., Campano, G., & Ghiso, M. (2016). Bidirectional learning in a school-university partnership. Partnering with immigrant communities: Action through literacy. (pp.78-91) New York, NY: Teachers College Press.

Low, D. (2014). A review of David E. Kirkland’s A Search Past Silence. Perspectives on Urban Education. 11(1).

Ghiso, M., & Low, D. (2013). Students using multimodal literacies to surface micronarratives of United States immigration. LIT Literacy. 47(1), 26-34.

Low, D., & Campano, G. (2013). The image becomes the weapon: New literacies and canonical legacies. Voices from the Middle. 21(1), 26-34.

Low, D. (2012). Spaces Invested with Content: Crossing the Gaps in Comics with Readers in Schools. Child Lit Educ Children's Literature in Education : An International Quarterly. 43(4), 368-385.

Low, D. (2012). A blissful education. Children’s Literature in Education. 43(1), 48-50.

Low, D. (2012). A blissful education (Reprint). Picturebooks and literary understanding, in honour of Lawrence Sipe. (pp.48-50) Dordrecht, Netherlands: Springer.

Campano, G., & Low, D. (2011). Multimodality and Immigrant Children: A response to Marni Binder. Contemporary Issues in Early Childhood. 12(4), 381-384.

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Marcos, T., Witmer, M., Foland, R., Vouga, R., & Wise, D. (2011). The Principal's Academy: A Collaborative California University Initiative on Congruence of Principal Training to Urban School Leadership Practice. Journal of Urban Learning, Teaching, and Research. 86-96.

Wise, D., & Hammack, M. (2011). Leadership Coaching: Coaching Competencies and Best Practices. Journal of School Leadership. 21(3), 449-477.

Davis, S., Erickson, D., Kinsey, G., Lindsey, D., Moore-Steward, T., Padover, W., ... Wise, D. (2010). Reforming the California Public School Administrator Licensure System through the Alignment of Research, Policy, and Practice: Policy Perspectives and Recommendations from the California Association of Professors of Educational Administration (CAPEA). Educational Leadership and Administration: Teaching and Program Development. 66-82.

Wise, D. (2010). School Leadership Coaching: What Does It Look Like?. International Journal of Educational Leadership Preparation. 5(1).

Wise, D., & Jacobo, A. (2010). Towards a framework for leadership coaching. School Leadership & Management. 30(2), 159-169.

Wise, D., & Leon, R. (2009). How leadership coaching has enhanced our teaching. International Journal of Educational Leadership Preparation. 4(1).

Ward, J., Daughtry, J., & Wise, D. (2007). A Turning Point for inner-city youth. Leadership. 36(4), 12-15.

Basurto, I., Wise, D., & Unruh, R. (2006). California School Principals' Perceptions of the Effects of Proposition 227. Educational Leadership and Administration: Teaching and Program Development. 99-108.

Duvall, S., & Wise, D. (2004). Time to support instruction. Leadership. 23-25.

Wise, D., & Unruh, R. (2004). School principals in California: What do districts require?. Educational Leadership and Administration. 16(1), 23-36.

Dodd, C., & Wise, D. (2002). Extended-Day Programs: Time To Learn. Leadership. 32(1), 24-25.

Wise, D., & Hatch, K. (2002). The relationship between instructional supervision and student achievement: Teachers’ perceptions. National Forum of Educational Administration and Supervision Journal. 20(1), 20-26.

Yukhymenko, M. (2016). Validation of the Conduct in Sport toward Opponents Scale (CSOS). Journal of Sport Behavior. 39(1), 92-104.

Yukhymenko, M., Briner, S., Magliano, J., Lawless, K., Burkett, C., McCarthy, K., ... Goldman, S. (2016). Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences. 242-248.

Yukhymenko, M. (2015). Is winning the only thing? Development of the Conduct in Sport toward Opponent Scale (CSOS). Athletic Insight. 7(1), 19-32.

Yukhymenko, M., Brown, M., & Paskus, T. (2015). The relationship between ethical and abusive coaching behaviors and student-athlete well-being. Journal Sport, Exercise, and Performance Psychology Sport, Exercise, and Performance Psychology. 4(1), 36-49.

Yukhymenko, M., Brown, S., Lawless, K., Brodowinska, K., & Mullin, G. (2014). Thematic analysis of teacher instructional practices and student responses in middle school classrooms with problem-based learning environment. Global Education Review. 1(3), 93-110.

Yukhymenko, M. (2014). Students and athletes? Development of the Academic and Athletic Identity Scale (AAIS). Journal of Sport, Exercise, and Performance Psychology Sport, Exercise, and Performance Psychology. 3(2), 89-101.

Yukhymenko, M. (2014). Ethical beliefs toward academic dishonesty: a cross-cultural comparison of undergraduate students in Ukraine and the United States. Journal of Academic Ethics. 12(1), 29-41.

Yukhymenko, M., Brown, S., Lawless, K., Boyer, M., Mullin, G., & Browdowinska, K. (2013). Promoting middle school students’ science knowledge: the GlobalEd 2 game. Presented at Proceedings of The World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN), Las Vegas, NV.

Yukhymenko, M., Lawless, K., Brown, S., Boyer, M., Browdowinska, K., Lynn, L., ... Le, L. (2013). The GlobalEd 2 Game: Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Simulations. Psychology of Gaming. (pp.65-82) New York, NY: Nova Science Publishers.

Yukhymenko, M., Young, M., Slota, S., Cutter, A., Jalette, G., Mullin, G., ... Tran, M. (2012). Our princess is in another castle: a review of trends in serious gaming for education. Review of Educational Research. 82(1), 61-89.

Yukhymenko, M. (2011). Students Interest in Social Studies and Negotiation Self-Efficacy: A Meta-Analysis of the GlobalEd Project. Journal of Technology and Teacher Education. 19(3), 369-392.

Yukhymenko, M., Brown, S., Lawless, K., Boyer, M., Mullin, G., Cutter, A., ... Khodos, G. (2011). Impacting middle school students’ science knowledge with problem-based learning simulations. Presented at The IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA), Rio de Janeiro, Brazil.

Yukhymenko, M., Lawless, K., Brown, S., Boyer, M., Brodowinska, K., Mullin, G., ... Enriquez, M. (2011). Expanding the science and writing curricular space: The GlobalEd2 Project. Presented at The IADIS International Conference Cognition and Exploratory Learning in Digital Age (CELDA), Rio de Janeiro, Brazil.

Yukhymenko, M., Romakin, V., & Stephens, J. (2010). Academic motivation and misconduct in two cultures: a comparative analysis of U.S. and Ukrainian undergraduates. International Journal for Educational Integrity. 6(1).

Yukhymenko, M., & Brown, S. (2009). Promoting global citizenship through ICT: Ukrainian high school students. US-China Education Review. 6(8), 60-61.

Yukhymenko, M. (2007). Physical education as method of forming spatial orientation of school students with impaired vision. Herald of T. Shevchenko State Pedagogical University of Chernihiv, Physical Education and Sports Series. 447-449.

Yukhymenko, M. (2006). Features of pedagogical verbal and non-verbal communications during classes in choreography with children of junior school age. Herald of T. Shevchenko State Pedagogical University of Chernihiv, Pedagogical Sciences Series. 95-98.

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Fresno State

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Kremen School of Education and Human Development

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Kremen School of Education and Human Development

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