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(1 - 19 of 19)
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Using a daily report card to reduce off-task behaviors for a student with Autism spectrum disorder
Riden, B. S., Taylor, J. C., Ruiz, S., Lee, D. L., & Scheeler, M. C. (2020). Using a daily report card to reduce off-task behaviors for a student with Autism spectrum disorder. Journal of Behavioral Education. doi:10.1007/s10864-020-09382-6
Exploring parental aggression toward teachers in a public school setting
May, D. C., Johnson, J., Chen, Y., Hutchison, L., & Ricketts, M. (2010). Exploring parental aggression toward teachers in a public school setting. Current Issues in Education, 13(1).
A synthesis of research on teacher education, mathematics, and students with learning disabilities
Allsopp, D. H., & Haley, K. C. (2015). A synthesis of research on teacher education, mathematics, and students with learning disabilities. Learning Disabilities: A Contemporary Journal, 13(2), 177-206.
Using profile analysis for assessing need in domestic violence courts
Scott, D. L., & Kunselman, J. C. (2007). Using profile analysis for assessing need in domestic violence courts. American Journal of Criminal Justice: AJCJ, 31, 81-91. doi:10.1007/s12103-007-9006-y
Supporting preservice elementary teachers' growth through studying the historical development of a mathematics topic
Nguyen, G.-N. T., & Marlow, T. (2021). Supporting preservice elementary teachers’ growth through studying the historical development of a mathematics topic. Preservice, 57(1), 48-52.
Seeking help from formal sources among teen dating violence victims
Buker, H., Hoffman, C. Y., & Tran, Q. (2021). Seeking help from formal sources among teen dating violence victims: Exploring the role of incident and victim characteristics. Violence and Victims, 36(3), 401-423. doi:10.1891/VV-D-20-00050
Teach to Avatar and Para to Teacher Research
Beyond beliefs
Pecore, J. L. (2013). Beyond beliefs: Teachers adapting problem-based learning to preexisting systems of practice. Interdisciplinary Journal of Problem-Based Learning, 7(2), Article 1. doi:10.7771/1541-5015.1359
Academic optimism and enabling school structure
Gray, J. A., & Mitchell, R. (2021). Academic optimism and enabling school structure: Predictors of professional learning communities. International Journal of Educational Leadership Preparation, 16(1), 1-23.
Advocating for students with learning and behavior challenges
Haley, K., & Allsop, D. (2018). Advocating for students with learning and behavior challenges: Insights from teachers who are also parents. Preventing School Failure: Alternative Education for Children and Youth, 63(1). doi:10.1080/1045988X.2018.1469462
A courageous, collegial partnership
Peer victimization in extremely low birth weight survivors
Day, K. L., Van Lieshout, R. J., Vaillancourt, T., Saigal, S., Boyle, M. H., & Schmidt, L. A. (2015). Peer victimization in extremely low birth weight survivors. Clinical Pediatrics, 54(14), 1339-1345. doi:10.1177/0009922815580770
Overprotective parenting and peer victimization in extremely low birth weight survivors
Day, K. L., Schmidt, L. A., Vaillancourt, T., Saigal, S., Boyle, M. H., & Van Lieshout, R. J. (2017). Overprotective parenting and peer victimization in extremely low birth weight survivors. Journal of Child and Family Studies. doi:10.1007/s10826-017-0922-2
The extent and risk of violent victimization among international college students enrolled in the United States
Daigle, L. E., Hoffman, C. Y., & Johnson, L. M. The extent and risk of violent victimization among international college students enrolled in the United States: A gendered analysis. Journal of Interpersonal Violence, 33(19), 3053-3073. doi:10.1177/0886260516633686
Violent victimization and future expectations
Daigle, L. E., & Hoffman, C. Y. (2018). Violent victimization and future expectations: Results from a longitudinal study of at-risk youth. Victims & Offenders, 13(6), 798-813. doi:10.1080/15564886.2018.1479909
Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork
Peltier, M. R., Beliss, E. M., Shimek, C., Van Wig, A., Hopkins, L. J., Davis, S. G., Scales, R. Q., & Scales, W. D. (2021). Examining learning experiences designed to help teacher candidates bridge coursework and fieldwork. Teaching and Teacher Education, 107. doi:10.1016/j.tate.2021.103468
Professional development for middle school science teachers
Pringle, R. M., Mesa, J., & Hayes, L. (2017). Professional development for middle school science teachers: Does an educative curriculum make a difference?. Journal of Science Teacher Education, 28(1), 57-72. doi:10.1080/1046560X.2016.1277599
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning
Dogan, S., Pringle, R., & Mesa, J. (2015). The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: A review. Professional Development in Education, 42(4), 569-588. doi:10.1080/19415257.2015.1065899
Literature review