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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.
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.
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.
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.
Dr. Suzanne Nesmith, published “This is more about a book than about science!” Preservice teachers’ perceptions toward using literacy strategies in inquiry-based science lessons in Electronic Journal of Science Education, Vol. 21, Issue 5, 2017, with co-author(s) Evan Ditmore, Lakia Scott, and Toby Zhu.
Dr. Suzanne Nesmith, published Are graphic novels always cool? Student and parent perspectives on elementary mathematics and science graphic novels: The need for action research by school leaders in Planning and Changing, Vol. 47, Issue 3/4, p. 228-245, 2016, with co-author(s) Sandi Cooper, Gretchen Schwarz, and Amanda Walker.
Dr. Suzanne Nesmith, published Exploring the role of field experience context in pre-service teachers’ development as mathematics educators in Action in Teacher Education, Vol. 35, Issue 3, p. 165-185, January 1, 1970, with co-author(s) Dr. Sandi Cooper.
Dr. Suzanne Nesmith, published Social and environmental justice in the chemistry classroom in Journal of Chemical Education, Vol. 94, Issue 8, p. 983-987, 2017, with co-author(s) , Grace A. Lasker, Karolina E. Mellor, Melissa L. Mullins, and Nancy J. Simcox.
Dr. Suzanne Nesmith, published Like it, love it, or leave it – Exploring elementary preservice teachers’ field-based perspectives toward the integration of literature in mathematics in Action in Teacher Education, Vol. 39, Issue 3, p. 321-339, 2017, with co-author(s) , Barbara Purdum-Cassidy, Sandi Cooper, and Rachelle D. Rogers.
Dr. Suzanne Nesmith, published Exploring educators’ environmental education attitudes and efficacy: Insights gleaned from a Texas wetland academy in International Journal of Science Education, Vol. 6, Issue 3, p. 303-324, 2016, with co-author(s) Christopher J. Wynveen, Erin M. Dixon, Bryan W. Brooks, Cole W. Matson, William C. Hockaday, Megan A. Schaum, and John E. DeFillipo.
Dr. Suzanne Nesmith, published Exploring graphic novels for elementary science and mathematics in School Library Media Research, Vol. 14, p. 3-19, 2011, with co-author(s) Sandi Cooper, and Gretchen Schwarz.
Dr. Suzanne Nesmith, published The Teacher Educator in The Teacher Educator, Vol. 50, Issue 3, p. 170-186, 2015, with co-author(s) Rachelle Meyer Rogers, Sandi Cooper, and Barbar Purdum-Cassidy.
Dr. Suzanne Nesmith, published Longitudinal change in science self-efficacy of elementary teachers in Initiatives in Mathematics and Science Education with Global Impacts, p. 205-216, 2014, with co-author(s) J. Park, and M. McCall.
Dr. Suzanne Nesmith, published Envisioning equitable classrooms that enhance all students’ wonderful ideas: A Duckworth perspective in Journal of Latinos and Education, Vol. 13, Issue 3, p. 238-239, January 1, 1970, with co-author(s) Jason F. Trumble, Sarah J. Haugh-Villareal, Kelsie S. Porter, Megan A. Schaum, Erin M. Spencer, and Jessica N. Stephens.
Dr. Brooke Blevins, associate professor, published Challenging Thoughts, Changing Minds: Preservice Teachers' Reflections on Their Experience Working in an Alternative School Setting in The Teacher Educator, Vol. 52, Issue 4, p. 326-345, September 8, 2017, with co-author(s) Cameron Dexter Torti, masters student.
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.
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.
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.
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.