Faculty Publications
This list of faculty publications does not represent a complete body of scholarship for the faculty members from the Department of Educational Psychology and Foundations. This collection contains only open access publications or publications that have been granted specific permission to be posted to UNI ScholarWorks, UNI's institutional repository. For a complete publication listing for a faculty member, see their profile located in the SelectedWorks Faculty Profile Gallery. The SelectedWorks Faculty Profile has a more complete list of publications and includes links to publications deposited in UNI ScholarWorks and links out to publisher's websites.
Browse SelectedWorks Faculty Profiles for faculty located in the Department of Educational Psychology and Foundations:
Submissions from 2020
A Qualitative Research Synthesis of the “No Excuses” Charter School Model, B. Scott Ellison and S. Iqtadar
What influences teachers’ “buy-in” of research? Teachers’ beliefs about the applicability of educational research to their practice, Elana Joram, Anthony J. Gabriele, and Katherine Walton
Teacher Professional Learning During the Global Pandemic: Five Critical Areas to Address, Théophile Muhayimana
The relationship between epistemic cognition and dialogic feedback in elementary and middle school science classrooms, Ronald W. Rinehart, Mason Kuhn, and Todd M. Milford
Submissions from 2019
Exploring Preservice Teachers’ Still-Life Paintings of Crystals with Artist-Focused Compared to Science-Focused Introductions, Mahjabeen Hussain, Dessy Stoycheva, Audrey C. Rule, and Denise A. Tallakson
Submissions from 2018
The Mediating Effects of Parentification on the Relation Between Parenting Behavior and Well-Being and Depressive Symptoms in Early Adolescents, Shelby Burton, Lisa M. Hooper, Sara Tomek, Bridget Cauley, Ahmad Washington, and Patrick Pössel
Defining far transfer via thematic similarity, Benjamin Robert Forsyth
Submissions from 2016
Commentary: Advances in research on sourcing—source credibility and reliable processes for producing knowledge claims, Clark A. Chinn and Ronald W. Rinehart
Students’ epistemic worldview preferences predict selective recall across History and Physics texts, Benjamin Robert Forsyth
Identifying Effective Spelling Interventions Using a Brief Experimental Analysis and Extended Analysis, Merilee McCurdy, Lynne F. Clure, Amanda A. Bleck, and Stephanie L. Schmitz
Submissions from 2015
The Meaning and Utility of Institutional Teaching Evaluations, Katheryn East
Teachers’ Efficacy for Supporting At-Risk Students and Their Perceived Role in Dropout Prevention, Kimberly Knesting-Lund, Brent O'Rourke, and Anthony Gabriele
Submissions from 2014
An empirical investigation of partial effect sizes in meta-analysis of correlational data, Ariel M. Aloe
Measurement of the bystander intervention model for bullying and sexual harassment, Amanda B. Nickerson, Ariel M. Aloe, Jennifer A. Livingston, and Thomas Hugh Feeley
Quality in educational research, John K. Smith
Submissions from 2013
Graduate Program Redesign to Prepare 21st Century Educational Leaders, Michelle Abrego, Chuey Abrego, Timothy W. Gilson, Nicholas J. Pace, Mary J. Goggins Selke, and Peggy Smith
What would my avatar do? Gaming, pathology, and risky decision making, Kira Bailey, Robert West, and Judson Kuffel
Social pedagogy and liberal egalitarian compensatory programs: The case of head start, Shelly Lynn Counsell and Robert M. Boody
Play therapy, Terry Kottman
The mutual storytelling technique: An adlerian application in child therapy, Terry Kottman and Kathy Stiles
Adlerian play therapy: Practical considerations, Terry Kottman and Jayne Warlick
Changing mistaken beliefs through visualization of early recollections, Mary Ann Lingg and Terry Kottman
Champion or Chump: Using a Book-Length Case Study to Evaluate a Mythical Principal, Nicholas J. Pace and Timothy W. Gilson
Differences in beliefs about the causes of health disparities in black and white nurses, Susan Roberts-Dobie, Elana Joram, Michele Devlin, Deann Ambroson, and Joyce Chen
Submissions from 2012
How Mathematics Teachers Can Help Curb Childhood Obesity, Elana Joram and Anthony J. Gabriele
Submissions from 2011
What it means to forgive and why the way we define forgiveness matters, Suzanne Freedman
Tricks, lies, frauds and misguided good intentions: Examining the labyrinth of affirmative action/diversity, Ralph S. Scott
Submissions from 2009
Utilizing the convergence of data for expedited evaluations: Guidelines for school psychologists, Kerri L. Clopton and Susan Etscheidt
School Psychology Trainer Shortage in the USA: Current Status and Projections for the Future, Kerri L. Clopton and Charlotte W. Haselhuhn
Content: Making it a Boundary Object in the College Classroom, Katheryn East
Health Literacy in the Mathematics Classroom: The Iowa Core Curriculum As An Opportunity to Deepen Students’ Understanding of Mathematics, Elana Joram, Susan Dobie-Roberts, and Nadene Davidson
Personal Epistemologies and the Learning Paradox in Teacher Education: A Neglected Dilemma, Elana Joram and Carmen Montecinos
Personal epistemologies and the learning paradox in teacher education: A neglected dilemma, Elana Joram and Carmen Montecinos
Challenging neorealism: A response to hammersley, John K. Smith and Phil Hodkinson
Submissions from 2006
Taking a Closer Look at Measurement – Using Teacher Read Alouds of Nonfiction to Develop Students’ Measurement Sense, Elana Joram and Faith Garcia
Submissions from 1965
A Study of the Change in Intelligence Distribution, William H. Dreier and Beverly S. Young
Submissions from 1962
Explorations in the Measurement of Empathy As Analytical Predictive Ability, Calvin J. Daane and Gordon J. Rhum
