Faculty Research Alphabetically

 

 

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  A

Faculty Publications

Allison BricenoAllison Briceno


Assistant Professor

Teacher Education

 

Briceño, A. (2016). Linguistic cohesion in middle school-school texts: A comparison of logical connectives usage in science and social studies textbooks.Electronic Journal of Science Education.20(6), 1-19.


Agustin, E., Briceno, A., Cecere, K. M., Klupar, J., Martinez, M. L., Morales, M., & Zoeller, E. C. (2015). Deepening the Home-School Connection: Collaborating with Diverse Families to Accelerate Student Learning.Journal of Reading Recovery, 72-80.


Briceño, A. (2015). Biliteracy from the Start: Literacy Squared in Action. In K. Escamilla, S. Hopewell, S. Butvilofsky, W. Sparrow, L. Soltero-González, O. Ruiz-Figueroa, & M. Escamilla, Biliteracy from the Start: Literacy Squared in Action (pp. 353-356).


Briceño, A. (2015). Vocabulary and Sentence Structure in Emergent Spanish Literacy. The Reading Teacher,69(6), 611-619.


Briceño, A. (2014). Instructional Practices for Academic Language Development in Spanish and English in a Hypersegregated Dual Immersion Program. Journal of Bilingual Education Research & Instruction, 16(1), 77-98.


Briceño, A., Klein, A., Nemecek, D., & Wray, S. (2014). Students Are Talking ... Now What?Ascd. ASCD Express,10(5), 1-3. 

Andrea GolloherAndrea N. Golloher


Assistant Professor

Special Education

Golloher, A. N. (2017). Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings. Focus on Autism and Other Developmental Disabilities, 1(12), 1-12.

 

  B

Faculty Publications

Brent DuckorBrent Duckor


Associate Professor

Teacher Education

Becker, J. R., Duckor, B., & Holmberg, C. (2017). Making Moves: Formative Assessment in Mathematics. Mathematics Teaching in the Middle School,22(6), 334-341.


Duckor, B. (2017). Got grit? Maybe….Phi Delta Kappan,98(7), 61-66.


Duckor, B., & Holmberg, C. (2017).Mastering formative assessment moves: 7 high-leverage practices to advance student learning. Alexandria, VA: ASCD.


Duckor, B., Holmberg, C., & Lovell, J. (2015). Rewriting Our Teaching Practices in Our Own Voices.English Journal,104(6), 55-60.


Duckor, B.(2014). Formative assessment in seven good moves. Educational Leadership,71(6), 28-32.


Duckor, B., & Perlstein, D. (2014). Assessing Habits of Mind: Teaching to the Test at Central Park East Secondary School.Teachers College Record, 116(1), 1-33.


Ducker, B. & Holmberg, C. (2013). Helping beginning student teachers uncover the art and science of formative feedback. California English18(4), 8-10.


  C

Faculty Publications

Carrie HolmbergCarrie Holmberg


Lecturer

Teacher Education

Duckor, B., & Holmberg, C. (2017).Mastering formative assessment moves: 7 high-leverage practices to advance student learning. Alexandria, VA: ASCD.


Duckor, B., Holmberg, C., & Becker, J. R. (2017). Making Moves: Formative Assessment in Mathematics. Mathematics Teaching in the Middle School,22(6), 334.


Duckor, B., Holmberg, C., & Lovell, J. (2015). Rewriting Our Teaching Practices in Our Own Voices.English Journal,104(6), 55-60.


Duckor, B., & Holmberg, C. (2013). Helping beginning student teachers uncover the art and science of formative feedback. California English,18(4), 8-10.

Colette RabinColette Rabin

 

Associate Professor

Teacher Education

Rabin, C., & Smith, G. (2016). “My Lesson Plan Was Perfect Until I Tried to Teach”: Care Ethics Into Practice in Classroom Management. Journal of Research in Childhood Education,30(4), 600-617.


Rabin, C. (2014). Don’t Throw the Rocks!: Cultivating Care With a Pedagogy Called Rocks-in-the-Basket. Journal of Research in Childhood Education,28(2), 145-161.


Nicholson, J., Shimpi, P. M., & Rabin, C. (2013). ‘If I am not doing my own playing then I am not able to truly share the gift of play with children’: Using poststructuralism and care ethics to examine future early childhood educators' relationships with play in adulthood. Early Child Development and Care,184(8), 1192-1210.


Rabin, C. (2013). Care Through Authenticity: Teacher Preparation for an Ethic of Care in an Age of Accountability. The Educational Forum,77(3), 242-255.


Rabin, C., & Smith, G. (2013). Teaching care ethics: Conceptual understandings and stories for learning. Journal of Moral Education,42(2), 164-176.


Rabin, C., & Smith, G. (2012). Stories from Five Decades: How One Teacher's Theatricality, Courage, and Creativity Shaped a Life's Work. Action in Teacher Education,34(4), 381-391. 

  

  D

Faculty Publications

David WhitenackDavid A. Whitenack


Associate Professor

Teacher Education

Whitenack, D. A., & Venkatsubramanyan, S. (2016). Identifying high-leverage practices in mathematics education for English Learners: Implications for teacher preparation and professional development. Global Education Journal, 2016(2), 48-63.


Whitenack, D. A. (2015). Equitable education of English Learners in the Common Core age: implications for principal leadership. Educational Leadership and Administration: Teaching and Program Development. 26(1), 68-74.


Whitenack, D. A., & Swanson, P. E. (2013). The transformative potential of boundary spanners: A narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context. Education Policy Analysis Archives,21, 57.

 

  E

Faculty Publications

Ellen MiddaughEllen Middaugh


Assistant Professor

Child & Adolescent Development

Bowyer, B., Middaugh, E., & Kahne, J. (2016). U Suk! Participatory Media and Youth Experiences With Political Discourse. Youth & Society, 1-21.


Middaugh, E. (2016). The Social and Emotional Components of Gaming. A Response to ‘The Challenge of Gaming for Democratic Education’. Democracy and Education, 24(2).


Kirshner, B., & Middaugh, E. (2015). #Youthaction: Becoming Political in the Digital Age. Charlotte, NC: Information Age.


Allen, D., Kahne, J., & Middaugh, E. (2014). Youth, new media, and the rise of participatory politics. In Danielle Allen & Jennifer S. Light (Eds.), From Voice to Influence: Understanding Citizenship in a Digital Age. (pp. 35-55). Chicago and London: The University of Chicago Press.


Middaugh, E., & Kahne, J. (2014). Civic Development in Context: The Influence of Local Contexts on High School Students’ Beliefs about Civic Engagement. In Bixby, J. S., Pace, J. L. (Eds.), Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts, 157-163.


Middaugh, E., & Sorkhabi, N. (2014). How variations in parents’ use of confrontive and coercive control relate to variations in parent–adolescent conflict, adolescent disclosure, and parental knowledge: Adolescents’ perspective.Journal of Child and Family Studies,23(7), 1227-1241.


Middaugh, E., & Kahne, J. (2013). New Media as a Tool for Civic Learning. Comunicar,20(40), 99-108.


Conner, J., Donahue, D., Garcia, A., Kahne, J., Kirshner, B., & Middaugh, E. (2012). Service & Activism in the Digital Age Supporting Youth Engagement in Public Life. Oakland, CA: Civic Engagement Research Group, 31(1), 1-48.


Kahne, J., & Middaugh, E. (2012). Digital Media Shapes Youth Participation in Politics. Phi Delta Kappan,94(3), 52-56.


Kahne, J., Ullman, J., & Middaugh, E. (2012). Digital opportunities for civic education. In D. Campbell, M. Levinson, & F. Hess (Eds.), Making Civics Count: Citizenship Education for a New Generation (pp. 207-228).


Feezell, J. T., Kahne, J., Lee, N., & Middaugh, E. (2011). Youth online activity and exposure to diverse perspectives. New Media & Society,14(3), 492-512.

Emily SlusserEmily Slusser

 

Assistant Professor

Child & Adolescent Development

Slusser, E., & Barth, H. (2017). Intuitive proportion judgment in number-line estimation: Converging evidence from multiple tasks. Journal of Experimental Child Psychology, 162(1), 181-198.


Cheung, P., Slusser, E., & Shusterman, A. (2016). A 6-month longitudinal study on numerical estimation in preschoolers. In Papafragou, A., Grodner, D., Mirman, D., & Trueswell, J.C. (Eds.). Proceedings of the 38th Annual Conference of the Cognitive Science Society. Austin, TX: Cognitive Science Society.


Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers. Plos One,11(4).


Barth, H., Slusser, E., Taggart, J., Kanjlia, S., Garcia, J., & Chase, E. (2015). How feedback improves children’s numerical estimation. Psychonomic Bulletin & Review,23(4), 1198-1205.


Barth, H., Slusser, E., Taggart, J., & Lesser, E. (2014). Spatial estimation: A non-Bayesian alternative. Developmental Science,18(5), 853-862.


Sarnecka, B. W., Goldman, M. C., & Slusser, E. B. (2014). How Counting Leads to Children’s First Representations of Exact, Large Numbers. Oxford Handbooks Online.


Slusser, E., Ditta, A., & Sarnecka, B. (2013). Connecting numbers to discrete quantification: A step in the child’s construction of integer concepts. Cognition,129(1), 31-41. 


  G

Faculty Publications

Grinell SmithGrinell Smith


Associate Professor

Teacher Education

Smith, G. (2017). Teaching in the Age of Humans: Helping Students Think about Climate Change. Schools,14(1), 155-170.


Rabin, C., & Smith, G. (2016). “My Lesson Plan Was Perfect Until I Tried to Teach”: Care Ethics Into Practice in Classroom Management. Journal of Research in Childhood Education,30(4), 600-617.


Rabin, C., & Smith, G. (2013). Teaching care ethics: Conceptual understandings and stories for learning. Journal of Moral Education,42(2), 164-176.


Rabin, C., & Smith, G. (2012). Stories from Five Decades: How One Teacher's Theatricality, Courage, and Creativity Shaped a Life's Work. Action in Teacher Education,34(4), 381-391.

 

  H

Faculty Publications

Henriette LangdonHenriette W. Langdon


Emeritus

Communicative Disorders & Sciences

Langdon, H. W., & Saenz, T. I. (2016). Working with interpreters and translators: A guide for speech-language pathologists and audiologists. San Diego, CA: Plural Publishing.


Langdon, H. W. (2015). Raising children bilingually. Health Psychology Report,3, 260-268.


Cheng, L. L., Langdon, H. W., & S. Levey (2013). The relationship between ethical principles and clinical practice in working with culturally and linguistically diverse (CLD) populations: A tutorial.Speech and Hearing Review: A bilingual Annual, 11(1), 77-104.


Langdon, H. W., Levey, S., & Rhein, D. (2012, 07). Bilingual Spanish/English–Speaking Children's Sentence Reading Comprehension. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations,19(2), 58.


 

Faculty Publications

Jason LakerJason A. Laker


Professor

Counselor Education

Laker, J. A., & Davis, T. (Ed.). (2011). Masculinities in higher education: Theoretical and practical considerations. London: Routledge.


  L

Faculty Publications

Lisa SimpsonLisa Simpson


Assistant Professor

Special Education

Simpson, L. A., Qi, S., He, K., & Tao, Q.Q. (2016). Distance Learning: A Viable Option for Professional Development for Teachers of Students with Autism Spectrum Disorder in China. Journal of the International Association of Special Education, 16(1), 109-122.

 

  M

Faculty Publications

Mark FeltonMark Felton

 

Professor

Teacher Education

Felton, M., Garcia-Mila, M., Villarroel, C., & Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building.  British Journal of Educational Psychology, 85, 372-386.

 

Felton, M., Crowell, A., & Liu, T. (2015). Arguing to agree: Mitigating the effects of my-side bias through consensus-seeking dialogue. Written Communication, 32(3), 317-331.

 

Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Teaching argument writing in diverse middle school classrooms. Social Education, 79(4), 194-200.

 

De La Paz, S., Felton, M., Croninger, R., & Monte-Sano, M. (2014). Developing Historical Reading and Writing with Struggling Adolescent Readers: Program Implementation Effects on Student Learning, Theory and Research in Social Education, 42(2), 228-274.

 

Monte-Sano, C., De La Paz, S., & Felton, M. (2014). Building Literacy in the History Classroom: Teaching Disciplinary Reading, Writing, and Thinking in the Age of the Common Core. New York: Teachers College Press, 2014.

 

Monte-Sano, C., De La Paz, S., & Felton, M. (2014) Implementing a disciplinary-literacy curriculum for US history: Learning from expert middle school teachers in diverse classrooms. Journal of Curriculum Studies, 46(4), 540-575.

 

Garcia-Mila, Gilabert, S., Erduran, S., & Felton, M. (2013). The effect of argumentative task goal on the quality of argumentative discourse. Science Education, 97(4), 497-523.

 

Gilabert, S., Garcia-Mila, M., & Felton, M. (2013). The effect of task instructions on students’ use of repetition in argumentative discourse, International Journal of Science Education, 97(4), 497-523. 

Michele BurnsMichele Burns


Lecturer

Counselor Education

Burns, M. (2016). Reach the unreachable with College Courses in Jails. California Career Developments Journal, 1(1), 6-11.

 

  N

Faculty Publications

Nadia SorkhabiNadia Sorkhabi

 

Associate Professor

Child & Adolescent Development

Sorkhabi, N., & Strage, A. (2016). Academic Risks Associated with Emerging Adults Seeking the College Experience.College Student Journal, 50(3), 329-334.


Sorkhabi, N. (2012). Care Reasoning in Interpersonal Relationships: Cognition about Moral Obligation and Personal Choice.North American Journal of Psychology, 14(2), 221-244.


Sorkhabi, N. (2012). Parent Socialization Effects in Different Cultures: Significance of Directive Parenting. Psychological Reports,110(3), 854-878.



Sorkhabi, N., & Mandara, J. (2012). Are the effects of Baumrind’s parenting styles culturally specific or culturally equivalent? In  Larzelere, R. E.,  Morris, A. S., &  Harrist, A. W. (Eds.). Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development American Psychological Association, American Psychological Association. (pp. 113-135).


Sorkhabi, N. (2012). Conflict Emergence and Adaptiveness of Normative Parent-Adolescent Conflicts: Baumrind’s Socialization Theory and Cognitive Social Domain THeory. In  Larzelere, R. E.,  Morris, A. S., &  Harrist, A. W. (Eds.). Authoritative Parenting: Synthesizing Nurturance and Discipline for Optimal Child Development American Psychological Association, American Psychological Association. (pp. 137-161). 

Nidhi MahendraNidhi Mahendra


Associate Professor

Communicative Disorders & Diseases

Bell, C. L., R. P. Lopez, Mahendra, N., A. Tamai, et al. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feedingJournal of Nutrition, Health and Aging,20(6), 621-627.


Mahendra, N., & Spicer, J. (2014). Access to Speech-language Pathology Services for African-American Clients with Aphasia: a Qualitative StudyPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 21(2), 53-62.


Mahendra, N., & Mahchid N. (2014). Becoming Bilingual. The ASHA Leader,19(11), 40-44.


Dionne, E., Fremont, K., & Mahendra, N.(2013). Teaching Future Providers about Dementia: The Impact of Service Learning.Seminars in Speech and Language, 34(1), 5-17.


Mahendra, N. (2012). The Logopenic Variant of Primary Progressive Aphasia: Effects on Linguistic Communication.Perspectives on Gerontology, 17(2), 50-59.

Noni MendozaNoni Mendoza Reis

 

Professor

Educational Leadership

Lu, Mei-Yan, Michael M., & Mendoza Reis, N. (2015). Keeping our eyes on the prize: The role of fieldwork in preparing social justice school leaders in a public university. Educational Leadership and Administration, 27(1), 163-171. 


  P

Faculty Publications

Pei-Tzu-TsaiPei-Tzu Tsai


Assistant Professor

Communicative Disorders & Sciences

Tsai, P., & Ratner, N. B. (2016, 12). Involvement of the Central Cognitive Mechanism in Word Production in Adults Who Stutter. Journal of Speech Language and Hearing Research,59(6), 1269.


  R

Faculty Publications

Rebeca BurciagaRebeca Burciaga

 

Assistant Professor

Educational Leadership

Bernal, D. D., Burciaga, R., & Carmona, J. F. (2016).Chicana/Latina testimonios as pedagogical, methodological, and activist approaches to social justice. London: Routledge.


Burciaga, R., Yosso T. J. (2016). Reclaiming Our Histories, Recovering Community Cultural Wealth.Center for Critical Race Studies at UCLA: Research Briefs,5(1), 1-4.


Burciaga, R. (2015). Presuming Incompetence from Preschool to the Professoriate: How Leadership Preparation Programs Perpetuate or Prevent Deficit Thinking. EducationalLeadership and Administration: Teachingand Program Development,26(1), 4-9.


Burciaga, R., Ledesma, M. C. (2015). Faculty Governance at Hispanic-Serving Institutions Through the Lens of Critical Race Theory. In Perez, J. M., Bonner II, F. , Méndez-Negrete, J., and  Palmer, R. T.  (Eds.),Education Leadership and Administration: Teaching and Program Development, 40-57.


Bernal, D. D., Burciaga, R., & Carmona, J. F. (2012). Chicana/LatinaTestimonios: Mapping the Methodological, Pedagogical, and Political. Equity & Excellence in Education,45(3), 363-372.