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The Governor and the State Higher Education Executive Officer: How the Relationship Shapes State Financial Support for Higher Education

Michael K. McLendon, published "The governor and the state higher education executive officer: How the relationship shapes state financial support for higher education" in The Journal of Higher Education, Vol. 18, Issue 1, p. 1-25, 01/14/2017, with co-author(s) Dr. David A. Tandberg, Florida State Universty, and Jacob T. Fowles, University of Kansas.

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Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age

Dr. Perry L Glanzer, professor, published Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age, March 10, 2017, with co-author(s) Dr. Nathan F Alleman, associate professor, and Dr. Todd C Ream, professor, Taylor University.

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Traditional versus iPad-mediated Handwriting Instruction in Early Learners

Dr. Terrill F. Saxon, professor and chair, published "Traditional versus iPad-mediated Handwriting Instruction in Early Learners" in Journal of Occupational Therapy, Schools, & Early Intervention, Vol. 9, Issue 2, p. 185-198, June 1, 2016, with co-author(s) Dr. Tracey N. Sulak, clinical assistant professor, Kevin E. Wells, doctoral candidate, and Dr. Leanne L. Howell, clinical assistant professor.

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Survey Scales: A Guide to Development, Analysis, and Reporting (2016), Johnson & Morgan

Dr. Grant B. Morgan, associate professor, published "Survey Scales: A Guide to Development, Analysis, and Reporting", August 1, 2016, with co-author(s) Dr. Robert L. Johnson, University of South Carolina.

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Innovations in Civic Education: Developing Civic Agency through Action Civics

Dr. Brooke E. Blevins, assistant professor, published “Innovations in Civic Education: Developing Civic Agency through Action Civics” in Theory and Research in Social Education, Vol. 44, Issue 3, p. 344-384, September 1, 2016, with co-author(s) Dr. Karon N. LeCompte, associate professor, and Dr. Sunny Wells, clinical instructor.

Publication

Equity within Mathematics Education Research as a Political Act: Moving from Choice to Intentional Collective Professional Responsibility

Dr. Trena Wilkerson, Co-Author, published "Equity within Mathematics Education Research as a Political Act: Moving from Choice to Intentional Collective Professional Responsibility" in Journal for Research in Mathematics Education, Vol. 48, Issue 2, p. 124-147, with co-author(s) Dr. Julia Aguirre (Lead Author), University of Washington, Beth Herbel-Eisenmann, Michigan State University, Sylvia Celedon-Pattichis, University of New Mexico, Marta Civil, The University of Arizona, Michelle Stephan, University of North Carolina-Charlotte, Stephen Pape, Johns Hopkins University, and Douglas Clements, University of Denver; March 2017.

Publication

Reduction of Automatically Maintained Self-injurious Behavior Utilizing Noncontingent Matched Stimuli

Dr. Tonya N. Davis, associate professor, published Reduction of Automatically Maintained Self-injurious Behavior Utilizing Noncontingent Matched Stimuli in Developmental Neurorehabilitation, Vol. 16, p. 166-171, 2014, with co-author(s) Sharon Dacus, Erica Strickland, Wendy Machalicek, University of Oregon, and Laura Coviello.

Publication

A Review and Treatment Selection Model for Individuals with Intellectual and Developmental Disabilities Who Engage in Inappropriate Sexual Behavior

Dr. Tonya N. Davis, associate professor, published A Review and Treatment Selection Model for Individuals with Intellectual and Developmental Disabilities Who Engage in Inappropriate Sexual Behavior in Behavior Analysis in Practice, Vol. 9, p. 389-402, 2016, with co-author(s) Dr. Wendy Machalicek, University of Oregon, Dr. Rachel Scalzo, Alicia Kobylecky, doctoral student, Vincent Campbell, University of Oregon, Dr. Sarah Pinkelman, Utah State University, Dr. Jeff Chan, Northern Illinois University, and Dr. Jeff Sigafoos, Victoria University of Wellington.

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Examination of Systematic Durations of Presession Reinforcer Access on Functional Communication Training

Dr. Tonya N. Davis, associate professor, published Examination of Systematic Durations of Presession Reinforcer Access on Functional Communication Training in Journal of Developmental and Physical Disabilities, Vol. 26, p. 263-270, 2013, with co-author(s) Lisa Fuentes, and Shannon Durand.

Publication

Effects of a School-based Functional Analysis on Subsequent Classroom Behaviors

Tonya N. Davis, associate professor, published Effects of a School-based Functional Analysis on Subsequent Classroom Behaviors in Education and Treatment of Children, Vol. 37, p. 95-110, 2014, with co-author(s) Shannon Durand, Lisa Fuentes, Sharon Dacus, and Kara Huss.

Publication

Chelation Treatment for Autism Spectrum Disorders: A Systematic Review

Dr. Tonya N. Davis, associate professor, published Chelation Treatment for Autism Spectrum Disorders: A Systematic Review in Research in Autism Spectrum Disorders, Vol. 7, p. 49-55, 2013, with co-author(s) Dr. Mark O'Reilly, University of Texas at Austin, Soyeon Kang, University of Texas at Austin, Russ Lang, Texas State University, Mandy Rispoli, Purdue University, Jeff Sigafoos, Victoria University at Wellington, Daelynn Copeland, Shanna Attai, and Austin Mulloy, Penn State University.

Publication

Linguistic Hegemony Today: Recommendations for Eliminating Language Discrimination

Dr. Lakia M. Scott, published Linguistic Hegemony Today: Recommendations for Eliminating Language Discrimination in Journal for Multicultural Education, Vol. 11, Issue 1, p. 1-26, with co-author(s) Elena Venegas, doctoral student.

Publication

Rap Music Literacy: Millennial Audience Reception to Lyrics Depicting Independent Women

Dr. Lakia M. Scott, published Rap Music Literacy: Millennial Audience Reception to Lyrics Depicting Independent Women in Journal of Media Literacy Education, Vol. 7, Issue 3, p. 54-72, 2016, with co-author(s) Dr. Mia Moody-Ramirez.

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English As a Gatekeeper: A Conversation of Linguistic Capital and American Schools

Dr. Lakia M. Scott, published English As a Gatekeeper: A Conversation of Linguistic Capital and American Schools in Journal for Multicultural Education, Vol. 8, Issue 4, p. 226-236, 2014, with co-author(s) Dr. Elena Tosky King.

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Book Review: Reaching the mountaintop of the Academy: Personal Narratives, Advice, and Strategies From Black Distinguished and Endowed Professors

Dr. Lakia M. Scott, published Book Review: Reaching the mountaintop of the Academy: Personal Narratives, Advice, and Strategies From Black Distinguished and Endowed Professors in Teachers College Record, March 28, 2017.

Publication

“She played to win”: Babe Didrickson Zaharias

Dr. Lakia M. Scott, published “She played to win”: Babe Didrickson Zaharias in Social Education, Vol. 81, Issue 4, p. 258-262, 2017, with co-author(s) Dr. Karon LeCompte, associate professor, Baylor University.

Publication

The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics

Dr. Sandi Cooper, professor, published The road to reform: A grounded theory study of parents’ and teachers’ influence on elementary school science and mathematics in School Science and Mathematics, Vol. 116, Issue 1, p. 29-42, 2016, with co-author(s) Dr. Julie Thomas, University of Nebraska-Lincoln.

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What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics

Dr. Sandi Cooper, professor, published What are they asking? An analysis of the questions planned by preservice teachers when integrating literature in mathematics in Journal of Mathematics Teacher Education, Vol. 18, Issue 1, p. 79-99, 2014, with co-author(s) Dr. Barbara Purdum-Cassidy, clinical assistant professor, Suzanne Nesmith, associate professor, and Rachelle Meyer, clinical assistant professor.

Publication

Ways that preservice teachers integrate children’s literature into mathematics lessons

Dr. Sandi Cooper, professor, published Ways that preservice teachers integrate children's literature into mathematics lessons in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, 2015, with co-author(s) Dr. Rachelle Rogers, clinical assistant professor, Suzanne Nesmith, associate professor, and Barbara Purdum-Cassidy, clinical assistant professor.

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Characterizing school algebra: Implications for educational policy

Dr. Sandi Cooper, professor, published Characterizing school algebra: Implications for educational policy in Journal of Advanced Academics, Vol. 1, Issue 1, p. 1-34, January 1, 1970, with co-author(s) Dr. Colleen Eddy, University of North Texas, Sarah Quebec-Fuentes, Texas Christian University, Elizabeth Ward, Texas Wesleyan University, Yolanda Parker, Tarrant Community College, Bill Jasper, Sam Houston State University, Winnifred Mallam, Texas Woman's University, Alejandra Sorto, Texas State University, and Trena Wilkerson, professor.