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College of Education Faculty Publications
2012-2013
Books:
Campbell-Whatley, G. D., & Lyons, J. (2013). Leadership practices for special and general educators. Upper
Saddle River, NJ: Pearson/Merrill Prentice Hall.
Capraro, M., Capraro, R., & Lewis, C. (2013). Improving urban schools: Equity and access in K-16 STEM
education for all students. Charlotte, NC: Information Age.
Hartshorne, R., Heafner, T. L., & Petty, T. M. (2013). Teacher education programs and online learning tools:
Innovations in teacher preparation. Hershey, PA: IGI Global.
Heafner, T. L., & Massey, D. S. (2012). Targeted vocabulary strategies for secondary social studies. Culver City,
CA: Social Studies School Services.
Hilton, A., Wood, L., & Lewis, C. (2012). Black males in postsecondary education: Examining their experiences in
diverse institutional contexts. Charlotte, NC: Information Age.
Lewis, C., & Toldson, I. (Eds.). (2013). Black male teachers: Diversifying the United States’ teacher workforce.
London, England: Emerald.
McCarthy C., Lambert, R., & Ullrich, A. (Eds.). (2012). International perspectives on teacher stress. Charlotte, NC:
Information Age Publishing, Inc.
Moore III, J., & Lewis, C. (Eds.). (2012). African Americans in urban schools: Critical issues and solutions for
achievement. New York, NY: Peter Lang.
O’Brien, C., & Beattie, J. R. (2011). Teaching students with special needs: A guide for future educators. Dubuque,
IA: Kendall Hunt.
Piel, J. A., & Green, M. (2013). Constructing number sense in the elementary and middle grades classroom (2nd
ed.). Dubuque, IA: Kendall Hunt.
Polly, D., Mims, C., & Persichitte, K. (Eds.). (2012). Developing technology-rich teacher education programs: Key
issues. Hershey, PA: IGI Global.
Vacca, R. T., Vacca, J. L., & Mraz, M. (2013). Content area reading: Literacy and learning across the curriculum
(11th ed.). Boston, MA: Pearson.
VanSledright, B. A. (2013). Assessing historical thinking and understanding: Innovative designs for new standards.
New York, NY: Routledge.
Wiggan, G., & Walrond, J. (2013). Following the northern star: Caribbean identities and education in North
American schools. New York, NY: Nova Publishers.
Book Chapters:
Brigman, M. J., & Petty, T. M. (2013). Perceptions of preparation of online alternative licensure teacher candidates.
In R. Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher education programs and online learning tools:
Innovations in teacher preparation. Hershey, PA: IGI Global Publishing.
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Campbell-Whatley, G. (2013). Assessment and the IEP process. In G. Campbell-Whatley & J. E. Lyons (Eds.),
Leadership practices for special and general educators (pp. 53-73). Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
Campbell-Whatley, G. (2013). Human resources. In G. Campbell-Whatley & J. E. Lyons (Eds.), Leadership
practices for special and general educators (pp. 184-196) Upper Saddle River, NJ: Pearson/Merrill
Prentice Hall.
Campbell-Whatley, G., Floyd, L., O’Farrow, K.S., & Smith, C. T. (2013). Response to intervention and inclusion:
Facilitating collaborative arrangements. In G. Campbell-Whatley & J. E. Lyons (Eds.), Leadership
practices for special and general educators (pp. 123-136). Upper Saddle River, NJ: Pearson/Merrill
Prentice Hall.
Campbell-Whatley, G. D., Lo, Y.-y., & White, R. (2013). Discipline: Functional behavior assessment and behavior
intervention plans. In G. D. Campbell-Whatley & J. E. Lyons (Eds.). Leadership practices for special and
general educators (pp.74-89). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Campbell-Whatley, G. D., & Lyons, J. (2013). Educational leadership: An evolving role. In G. Campbell-Whatley &
J. E. Lyons (Eds.), Leadership practices for special and general educators (pp. 1-17). Upper Saddle River,
NJ: Pearson/Merrill Prentice Hall.
Campbell-Whatley, G., O’Farrow, K.S., & Toms, O. (2013). Leadership in a multicultural setting. In G. CampbellWhatley & J. E. Lyons (Eds.), Leadership practices for special and general educators (pp. 137-148).
Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Dunaway, D. M. (2013). Creating virtual collaborative learning experiences for aspiring teachers. In R. Hartshorne,
T. Heafner, & T. Petty (Eds.), Teacher education programs and online learning tools: Innovations in
teacher preparation (pp. 167-180). Hershey, PA: Information Science Reference.
Dunaway, D. M., & Campbell-Whatley, G. D. (2012). Transportation. In G. Campbell-Whatley & J. E. Lyons
(Eds.), Leadership practices for special and general educators. Upper Saddle River, NJ: Pearson
Education.
Flynn, L. J., & Swanson, H. L. (2013). Overview of reading comprehension: Challenges for older students with
reading disabilities. In R. T. Boon & V. G. Spencer (Eds.), Adolescent literacy: Strategies for content
comprehension in inclusive classrooms (pp. 1-12). Baltimore, MD: Paul H. Brookes.
Hancock, D. R., & Müller, U. (2012). Identifying factors that influence the motivation of German and U.S. teachers
to become school principals. In R. V. Nata (Ed.), Progress in education: Volume 28 (pp. 143-158). New
York, NY: Nova Publishers.
Harden, S. B. (2013). Civic engagement. In G. Bruinsma & D. Weisburd (Eds.), The encyclopedia of criminology
and criminal justice. New York, NY: Springer.
Hathaway, J. I. (2012). The influence of a literacy coach’s beliefs about her work. In P. J. Dunston, S. K. Fullerton,
C. C. Bates, K. Headley, & P. M. Stecker (Eds.), 61st yearbook of the Literacy Research Association (pp.
225-241). Oak Creek, WI: Literacy Research Association.
Heafner, T. L., & Plaisance, M. (2013). Windows into teaching and learning: Uncovering the potential for
meaningful remote field experiences in distance teacher education. In R. Hartshorne, T. L. Heafner, & T.
M. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation
(pp. 454-475). Hershey, PA: IGI Global.
Heafner, T. L., Petty, T. M., & Hartshorne, R. (2012). Moving beyond four walls: Qualitative evaluation of ROGI
(Remote Observation of Graduate Interns) for the expanding online teacher preparation classroom. In N.
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A. Alias & S. Hashim (Eds.), Instructional technology research, design and development: Lessons from the
field (pp. 370-400). Hershey, PA: IGI Global Publishing.
Lambert, R., & Britt, H. (2012). Program evaluation methods for educational administrators. In G. CampbellWhatley & J. E. Lyons (Eds.), Leadership practices for special and general educators. Upper Saddle River,
NJ: Pearson Education.
Lambert, R., McCarthy, C., Crowe, E., & Fisher, M. (2012). Assessment of teacher demands and resources:
Relationship to stress, classroom structural characteristics, job satisfaction, and turnover. In C. McCarthy,
R. Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 155-174). Charlotte, NC:
Information Age Publishing.
Lambert, R., & Ullrich, A. (2012). Understanding teacher stress in an age of globalization. In C. McCarthy, R.
Lambert, & A. Ullrich (Eds.), International perspectives on teacher stress (pp. 243-248). Charlotte, NC:
Information Age Publishing.
Lambert, R., Ullrich, A., & McCarthy, C. (2012). Mixed methods study of stress, coping, and burnout among
kindergarten and elementary in Germany. In C. McCarthy, R. Lambert, & A. Ullrich (Eds.), International
perspectives on teacher stress (pp. 95-120). Charlotte, NC: Information Age Publishing.
Lewis, C. (2012). Black males in postsecondary education: A rare examination across institutional contexts. In A.
Hilton, J. Wood, & C. Lewis (Eds.), Black males in postsecondary education: Examining their experiences
in diverse institutional contexts. Charlotte, NC: Information Age.
Lewis, C., Venzant-Chambers, T., & Butler, B. (2012). Urban education in the 21 st century: An overview of selected
issues that impact African American student outcomes. In J. L. Moore & C. W. Lewis (Eds.), African
American students in urban schools: Critical issues and solutions for achievement (pp. 11-30). New York,
NY: Peter Lang.
McCarthy, C., Hart, S., Crowe, B., McCarthy, C., Guzman, M., Lambert, R., & Reiser, J. (2012). Assessing
multicultural competence and stress with teachers. In C. McCarthy, R. Lambert, & A. Ullrich (Eds.),
International perspectives on teacher stress (pp. 175-194). Charlotte, NC: Information Age Publishing.
McCarthy, C., Lambert, C., O’Donnell, M., Villarreal, S., & Melendres, L. (2012). Predictors of elementary
teachers’ burnout symptoms: The role of teacher’s personal resources, perceptions of classroom stress, and
disruption of teaching. In C. McCarthy, R. Lambert, & A. Ullrich (Eds.), International perspectives on
teacher stress (pp. 333-356). Charlotte, NC: Information Age Publishing.
Medina, A. L., Tobin, M. T., Pilonieta, P., Chiappone, L. L., & Blanton, W. E. (2012). Application of computer,
digital, and telecommunication technologies to the clinical preparation of teachers. In D. Polly, C. Mims, &
K. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 480-498).
Hershey, PA: IGI Global.
O’Brien, C., Aguinaga, N., & Knight, V. (2012). Universal design for learning: Accessing the general curriculum
with effective teaching and digital technologies. In G. Campbell-Whatley & J. Lyons (Eds.), Leadership
practices for special and general educators. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
O’Brien, C., Freeman, S. M., Jordan, L., Beattie, J., & Hartshorne, R. (2012). Investigation of blended versus fully
web-based instruction for pre-teacher candidates in a large section special education survey course. In R.
Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher education programs and online learning tools:
Innovations in teacher preparation. Hershey, PA: IGI Global.
Petty, T., Hartshorne, R., & Heafner, T. (2012). Implementing the remote observation of graduate interns: Best
practices and lessons learned. In D. Polly, C. Mims, & Persichitte (Eds.), Creating technology-rich teacher
education programs: Key issues (pp. 449-466). Hershey, PA: IGI Global.
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Petty, T. M., Heafner, T. L., & Hartshorne, R. (2013). Remote observation of graduate interns: A look at the process
four years later. In R. Hartshorne, T. L. Heafner, & T. M. Petty (Eds.), Teacher education programs and
online learning tools: Innovations in teacher preparation (pp. 16-27). Hershey, PA: IGI Global.
Polly, D. (2012). Designing and teaching an online elementary mathematics methods course: Promises, barriers, and
implications. In R. Hartshorne, T. L. Heafner, & T. Petty (Eds.), Teacher education programs and online
learning tools: Innovations in teacher preparation (pp. 335-356). Hershey, PA: IGI Global.
Polly, D., & LeHew, A. J. (2012). Supporting elementary teachers' retention through professional development:
Developing teachers' understanding of the Common Core State Standards in Mathematics. In California
mathematics project monograph: Mathematics teacher retention. Los Angeles, CA: California Mathematics
Project.
Salas, S. (2012). Freeze frame reading. In R. Day (Ed.). New ways in teaching reading. Alexandria VA: TESOL
International.
Singleton, J., Shue, P. L., & Smith, J. (2012). Effects of collaborative problem solving on stress, burnout, and coping
resources in early childhood special educators. In C. McCarthy, R. Lambert, & A. Ullrich (Eds.),
International perspectives on teacher stress (pp. 219-242). Charlotte, NC: Information Age Publishing.
Stover, K., & Glover, C. (2012). Mandated scripted curriculum: A benefit or barrier to democratic teaching and
learning? In P. L. Thomas (Ed.), Becoming and being a teacher: Confronting traditional norms to create
new democratic realities (pp. 227-236). New York, NY: Peter Lang.
Stover, K., Vintinner, J. P., Glover, C. P., & Wood, K. (2013). Probable passages: Using story structure to write and
revise a predictive passage. In J. D. Richards & C. Lassonde (Eds.), Writing strategies for all students in
grades 4 through 8: Scaffolding’ independent writing through differentiated mini-lessons (pp.218-228).
Thousand Oaks, CA: Corwin.
Taylor, D. B. (2012). Multiliteracies: Moving from theory to practice in teacher education. In A. B. Polly, C. Mims,
& K. Persichitte (Eds.), Creating technology-rich teacher education programs: Key issues (pp. 266-287).
Hershey, PA: IGI Global.
Taylor, D. B., Hartshorne, R., Eneman, S., Wilkins, P., & Polly, A. B. (2012). Lessons learned from the
implementation of a technology-focused professional learning community. In A. B. Polly, C. Mims, & K.
Persichitte (Eds.), Creating technology-rich teacher education programs: Key issues (pp. 535-550).
Hershey, PA: IGI Global.
Taylor, D. B., & Yearta, L. S. (2013). Putting multiliteracies into practice in teacher education: Tools for teaching
and learning in a flat world. In R. Hartshorne, T. L. Heafner, & T. Petty (Eds.), Teacher education
programs and online learning tools: Innovations in teacher preparation (pp. 244-263). Hershey, PA: IGI
Global.
Test, D. W., Kelley, K, & Rowe, D. (2013). Teaching for transition to adulthood. In B. Cook, & M. Tankersley
(Eds.), Research-based practices in special education (pp. 438-450). Upper Saddle River, NJ: Pearson
Education.
Test, D. W., Kelley, K, & Rowe, D. (2013). Teaching for transition to adulthood. In R. McWilliam, B. Cook, & M.
Tankersley (Eds.), Research-based strategies for improving outcomes for targeted groups of learners (pp.
115-127). Upper Saddle River, NJ: Pearson Education.
Test, D. W., Mazzotti, V. L., & Mustian, A. M. (2012). Leadership for transition to postsecondary settings. In J.
Crockett, B. Billingsley, & M. L. Boscardin (Eds.), The handbook of leadership & administration for
special education (pp. 337-357). New York, NY: Routledge.
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Ullrich, A., Lambert, R., McCarthy, C., & Zimber, A. (2012). Early childhood teachers’ experiences with
challenging student behavior in Germany. In C. McCarthy, R. Lambert, & A. Ullrich (Eds.), International
perspectives on teacher stress (pp. 121-138). Charlotte, NC: Information Age Publishing.
Ullrich, A., Lambert, R. G., McCarthy, C., Zimber, A., & Comtesse, H. (2012). Exploring individual differences and
values in German elementary teachers’ perceptions of classroom demands and resources. In K. Schweizer,
T. Christel, A. Ullrich, & G. Huber (Eds.), Values and diversity in qualitative research. Tübingen,
Germany: Center for Qualitative Psychology.
Ullrich, A., Zimber, A., Lambert, R. G., & McCarthy, C. (2012). Frühkindliche Bildung und Gesundheit Ressourcen
und Anforderungen im pädagogishen Alltag. In S. Kägi & U. Stenger (Eds.), Forschung in Feldern der
Frühpädagogik. Stückle, Germany: Schneider Verlag Hohengehren GmbH.
VanderGast, T., & Lassiter, P. S. (2013). Substance abuse counseling post hurricanes Katrina and Rita. In S.
Southern (Ed.), Annual review of addictions and offender counseling: Best practices (pp.131-151). Eugene,
OR: Wipf and Stock Publishers.
VanSledright, B. (2012). Learning with history texts: Protocols for reading and practical strategies. In T. Jetton & C.
Shanahan (Eds.), Adolescent literacy within disciplines: General principles and practical strategies (pp.
199-226). New York, NY: Guilford.
Wood, K. D., Hathaway, J. I., & Soares, L. B. (2012). If they can’t read their social studies books—Support their
learning with guided instruction. In D. Lapp & B. Moss (Eds.), Exemplary instruction in the middle grades:
Teaching that supports engagement and rigorous learning (pp. 19-34). New York, NY: Guilford.
Yearta, L., Stover, K., Newton, L., & Wood, K. D. (2013). Using the imagine, describe, resolve, and confirm (IDRC)
strategy to develop students’ descriptive writing. In J. C. Richards & C. Lassonde (Eds.), Writing strategies
for all students in grades 4 through 8: Scaffolding independent writing through differentiated mini-lessons
(pp. 207-213). Thousand Oaks, CA: Corwin.
Articles:
Agran, M., Krupp, M., Spooner, F., & Zakas, T. (2012). Asking students about the importance of safety skills
instruction: A preliminary analysis of what they think is important. Research and Practice for Persons with
Severe Disabilities, 37, 45-52.
Algozzine, B., Putnam, R., & Horner, R. H. (2012). Support for teaching students with learning disabilities
academic skills and social behaviors within a response-to-intervention model: Why it doesn’t matter what
comes first. Insights on Learning Disabilities, 9(1), 7-36.
Algozzine, B., Wang, C., White, R., Cooke, N., Marr, M. B., Algozzine, K., Helf, S. S., & Duran, G. Z. (2012).
Effects of multi-tier academic and behavior instruction on difficult-to-teach students. Exceptional Children,
79, 45-64.
Bell, R. L., Maeng, J., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation
program informed by situated learning theory. Journal of Research in Science Teaching, 50, 348-379.
Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for
students with severe disabilities. Teacher Education and Special Education, 36, 97-114.
Binns, I. C., Shane, J., Bodzin, A., & Popejoy, K. (2013). ASTE position statement on teaching biological evolution.
Retrieved from The Association for Science Teacher Education: http://theaste.org/about/aste-positionstatement-on-teaching-biological-evolution.
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Bird, J. J., Dunaway, D. M., Hancock, D. R., & Wang, C. (2013). The superintendent’s leadership role in school
improvement: Relationships between authenticity and best practices. Leadership and Policy in Schools,
12(1), 37-59.
Bird, J., & Wang, C. (2013). Superintendents describe their leadership styles: Implications for practice. Management
in Education, 27(1), 14-18.
Bird, J. J., Wang, C., Watson, J., & Murray, L. (2012). Teacher and principal perceptions of authentic leadership:
Implications for trust, engagement, and intention to return. Journal of School Leadership, 22, 425-461.
Bratton, S., Ceballos, P. L., Sheely-Moore, A., Meany-Walen, K., Pocheco, Y., & Jones, L. (2013). Head start early
mental health intervention: Effects of child-centered play therapy on disruptive behaviors. International
Journal of Play Therapy, 22(1), 28-42.
Browder, D. M. (2012). Finding the balance: A response to Hunt and McDonnell. Research and Practice for
Persons with Severe Disabilities, 37, 157-159.
Browder, D. M., Jimenez, B., Spooner, F., Saunders, A., Hudson, M., & Bethune, K. (2012). Early numeracy
instruction for students with moderate and severe developmental disabilities. Research and Practice for
Persons with Severe Disabilities, 37, 308-320.
Browder, D. M., Jimenez, B., Mims, P., Knight, V., Spooner, F., Lee, A., & Flowers, C. (2012). The effects of a
“Tell-Show-Try-Apply” professional development package on teachers of students with severe
developmental disabilities. Teacher Education and Special Education, 35, 212-227.
Browder, D. M., Jimenez, B., & Trela, K. (2012). Grade-aligned math instruction for secondary students with
moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 47,
373-388.
Brown-Rice, K. A., & Furr, S. (2013). Pre-service counselors’ knowledge of classmates’ problems of professional
competency. Journal of Counseling and Development, 91, 224-233.
Butler, B. R., Lewis, C., Moore, J., & Scott, M. (2012). Assessing the odds: Disproportional discipline practices and
implications for educational stakeholders. Journal of Negro Education, 81(1), 11-24.
Calhoun, M. L. (2013). Search: Finding what you didn’t know you were looking for. Insights, 128(2), 13-16.
Campbell-Whatley, G. D., Lee, J. A., Ozalle, T., & Wang, C. (2012). Student perceptions of diversity and campus
climate: When students speak. New Waves-Educational Research & Development, 15(1), 3-22.
Ceballos, P. L., Parikh, S., Post, P. B. (2012). Examining social justice attitudes among play therapists: Implications
for multicultural supervision and training. International Journal of Play Therapy, 21, 232-243.
Cho, C-S., Cottrell, D. S., Mazze, C. E., Dika, S. L., & Woo, S. (2013). Enhancing education of construction
materials course using guided inquiry modules instruction. Journal of Professional Issues in Engineering
Education and Practice, 139(1), 27-32.
Curry, J. R., Belser, C. T., & Binns, I. C. (2013). Integrating post-secondary college and career options in the middle
school curriculum: Considerations for teachers. Middle School Journal, 44(3), 26-32.
D’Amico, M. M., Katsinas, S. G., & Friedel, J. N. (2012). The new norm: Community colleges to deal with
recessionary fallout. Community College Journal of Research and Practice, 36, 626-631.
Dika, S. L. (2012). Relations with faculty as social capital for college students: Evidence from Puerto Rico. Journal
of College Student Development, 53, 596-610.
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Driscoll, L. G., & Salmon, R. G. (2013). Challenges confronting public elementary and secondary education in the
Commonwealth of Virginia. Journal of Education Finance, 38, 230-254.
Ennis-Cole, D., Durodoye, B. A., & Harris, H. L. (2013). The impact of culture on autism diagnosis and treatment:
Considerations for counselors and other professionals. The Family Journal, 21, 279-287.
Farinde, A., & Lewis, C. (2012). The underrepresentation of African American female students in STEM fields:
Implications for classroom teachers. US-China Education Review, 2, 421-431.
Fitchett, P. G., Heafner, T. L., & Lambert, R. (2012). Examining social studies marginalization: A multilevel
analysis. Educational Policy. Advance online publication. doi: 10.1177/0895904812453998.
Fitchett, P. G., Heafner, T. L., & Lambert, R. G. (2012, November 13). Finding the time: The influence of testing
and teacher autonomy on social studies marginalization [Web log post]. Retrieved from
http://edpolicyinca.org/blog/finding-time-influence-testing-and-teacher-autonomy-social-studiesmarginalization
Fitchett, P. G., & VanFossen P. J. (2013). Survey on the status of social studies: Development and analysis. Social
Studies Research and Practice, 8(1), 1-23.
Garn, A. C., Matthews, M. S., & Jolly, J. L. (2012). Parents’ role in the academic motivation of students with gifts
and talents. Psychology in the Schools, 49, 656-667.
Garn, A. C., Matthews, M. S., & Jolly, J. (2013). Parental influences on the academic motivation of gifted students:
A Self-Determination Theory perspective. [republication] MENSA Research Journal, 44(1), 4-13.
[Originally published (2010) in Gifted Child Quarterly, 54, 263-272. doi: 10.1177/0016986210377657]
Gautreau, B. T., & Binns, I. C. (2012). Investigating student attitudes and achievements in an environmental placebased inquiry in secondary classrooms. International Journal of Environmental and Science Education, 7,
167-195.
Glover, C. (2013). Effective writing instruction for African American vernacular English speakers. Urban Education
Research and Policy Annuals, 1(1), 23-32.
Hagedorn, W. B., Culbreth, J. R., & Cashwell, C. S. (2012). Addiction counseling accreditation: CACREP’s role in
solidifying the counseling profession. The Professional Counselor, 2, 124-133.
Hancock, D. R., Hary, C., & Müller, U. (2012). An investigation of factors impacting the motivation of German and
U.S. teachers to become school principals. Research in Comparative and International Education, 7, 352363.
Harmon, J. M., Fraga, L., Buckelew-Martin, L., & Wood, K. (2013). Revitalizing word walls for high school
English learners: Conventional and digital opportunities for learning new words. Georgia Journal of
Reading, 36(1), 20-28.
Harmon, J. M., Wood, K. D., & Stover, K. (2012). Four components for promoting literacy engagement in subject
matter disciplines. Middle School Journal, 44(2), 49-57.
Harris, H. L., (2013). Counseling single parent multiracial families. The Family Journal, 21(4), 386-395.
Hartshorne, R., Heafner, T. & Petty, T. (2012). Remotely examining graduate interns: Examining participant
expectations. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education
International Conference 2012 (pp. 3624-3625). Chesapeake, VA: AACE.
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Heafner, T. L. (2013). Secondary social studies teachers' perceptions of effective technology practice. International
Journal of Computing and Information Technology, 2(2), 1-9.
Heafner, T. L., & Fitchett, P. G. (2012). National trends in elementary instruction: Exploring the role of social
studies curricula. The Social Studies, 103, 67-72.
Heafner, T. L., & Fitchett, P. (2012). Tipping the scales: National trends of declining instructional time in
elementary schools. Journal of Social Studies Research, 36, 190-215.
Heafner, T., Hartshorne, R., & Petty, T. (2013). Reconciling the expectations of all participants during a romote
student teaching experience. In Proceedings of Society for Information Technology & Teacher Education
International Conference 2013 (pp. 3911-3913). Chesapeake, VA: AACE.
Heafner, T., Petty, T., & Hartshorne, R. (2012). University supervisor perspectives of the remote observation of
graduate interns, Journal of Computing in Higher Education, 24, 143-163.
Heafner, T., Petty, T. & Hartshorne, R. (2012). Windows into teaching and learning (WiTL): An Overview. In P.
Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International
Conference 2012 (pp. 3626-3628). Chesapeake, VA: AACE.
Heafner, T., Petty, T., Plaisance, M. & Farinde, A. (2013). Designing for critical thinking and learning: Online
communication platforms in teacher education. In Proceedings of Society for Information Technology &
Teacher Education International Conference 2013 (pp. 516-524). Chesapeake, VA: AACE.
Heafner, T., & Plaisance, M. (2012). Shared viewing as an approach to transforming early field experiences.
Contemporary Issues in Technology and Teacher Education, 12(4). Retrieved from
http://www.citejournal.org/vol12/iss4/currentpractice/article1.cfm
Howell, P., Carpenter, J., & Jones, J. P. (2013). School partnerships and clinical preparation at the middle level.
AMLE: Middle School Journal, 44(4), 40-49.
Hudson, M., Browder, D. M., & Wakeman, S. (2013). Helping students with moderate and severe intellectual
disability access grade level text. TEACHING Exceptional Children, 45(3), 14-23.
Jimenez, B. A., Mims, P. J., & Browder, D. M. (2012). Data-based decisions guidelines for Students with severe
intellectual and developmental disabilities. Education and Training in Autism and Developmental
Disabilities, 47, 407-413.
Jolly, J., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the
Education of the Gifted, 35, 259-290.
Jolly, J. L., Matthews, M. S., & Nester, J. (2013). Homeschooling the gifted: A parent’s perspective. Gifted Child
Quarterly, 57, 121-134.
Jones, M., & Shue, P. L. (2013). English language learners engaged in project based work. Young Children, 68(2),
28-33.
Kelley, K. R., Bartholomew, A., & Test, D. W. (2013). Effects of the Self-Directed IEP delivered using computerassisted instruction on student participation in educational planning meetings. Remedial and Special
Education, 34, 67-77.
Kissau, S., Yon, M., & Algozzine, B. (2011). The beliefs and behaviors of international and domestic foreign
language teachers. Journal of the National Council of Less Commonly Taught Languages, 10, 21-56.
Kissau, S., Algozzine, B., & Yon, M. (2012). Similar but different: The beliefs of foreign language teachers.
Foreign Language Annals, 45, 580-598.
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Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. M. (2012). Using explicit instruction to teach science
descriptors to students with autism spectrum disorders. Journal of Autism and Developmental Disorders,
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