Faculty Publications

 

This is a collection of publications by faculty and staff in the Department of Educational Psychology, Foundations, and Leadership Studies at the University of Northern Iowa. Due to copyright restrictions, not all faculty and staff publications are available through our institutional repository. Only publications for which we have rights to deposit in our institutional repository are included in the collection.

To view lists of publications by individual faculty and staff, see their SelectedWorks profiles.

To go to the Department of Educational Psychology, Foundations, and Leadership Studies page, click here.

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Submissions from 2022

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Parents’ Psychological Well-being and Story Reading: A Six Year Cross-Lagged Analysis, Eva Yi Ju Chen and Eli Yi Liang Tung

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Historical and Legal Considerations in Development of a For-Credit Internship Program, Nichole Zumbach Harken and Shelley Price-Williams

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Shifting Preservice Teachers’ Sources of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment to Reform-based Mathematics, Brooke Krejci, Elana Joram, and Anthony J. Gabriele

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Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools, Théophile Muhayimana, Lambert Kwizera, and Marie Rose Nyirahabimana

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Probation, Practitioners, and Pedagogy: Lessons Learned from Self-Study, David Schmid and Matt Townsley

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Supporting Students’ Mental Health Needs: A Primer for Secondary School Leaders, Nicole R. Skaar, Matt Townsley, and Bridget Ross

Submissions from 2021

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Assessing Systemic Inequity: Teacher Perspectives, Solutions, and “Radical Possibilities”, Ashlee B. Anderson, Brittany Aronson, and Scott Ellison

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Dewey on Devices: Exploring the Role of EdTech in a Critical Pragmatist Education, Morgan Anderson

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“The Last Refuge of the Incompetent”: Urban Teacher Perceptions of Their Positions in Public Discourse, Brittany Aronson, Ashlee B. Anderson, Scott Ellison, Kristan Barczak, and Andrea Bennett-Kinne

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Neoliberal multiculturalism and productive inclusion: beyond the politics of fulfillment in education, Gregory Bourassa

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Pre-parenthood Sense of Self and the Adjustment to the Transition to Parenthood, Eva Yi Ju Chen, Eli Yi Liang Tung, and Robert D. Enright

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Legal Issues in Early Childhood Special Education, Susan Larson Etscheidt, Stephanie L. Schmitz, and Andi M. Edmister

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Improving Teacher Evaluation by Walking the Talk of Standards-based Grading: Communicating Educator Growth using Proficiency Scales, Chad Lang and Matt Townsley

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Reproducible Analyses in Education Research, Brandon LeBeau, Scott Ellison, and Ariel M. Aloe

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Are you better off now? An investigation of perceived outcomes among teachers involved in a mentoring program, Théophile Muhayimana

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“I thought I was supposed to get an A in PE!” Successes and challenges of teachers and administrators implementing standards-based grading in physical education, Matt Townsley and Scott McNamara

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School Administrators' Experiences in a 6-Month Health and Wellness Community of Practice, Matt Townsley, Jennifer Waldron, Susan Alborn-Yilek, Denise Schares, Kim Huckstadt, Scott McNamara, and Deeanne Gute

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Using Functional Communication Training to Reduce Problem Behavior, Jiaju Wu, Todd G. Kopelman, and Kenzie Miller

Submissions from 2020

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Postschool imaginaries: Educational life after neoliberalism, Gregory N. Bourassa

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The biopolitical turn in educational theory: Autonomist Marxism and revolutionary subjectivity in Empire, Gregory N. Bourassa and Graham B. Slater

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Rural High School Principals and the Challenge of Standards-Based Grading, Tom Buckmiller, Matt Townsley, and Robyn Cooper

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The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University, Thomas R. Guskey, Matt Townsley, and Thomas M. Buckmiller

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Making Sense of Georgia School Leader Evaluation: Climate, Engagement and the District Office, Bipul Singh and Matt Townsley

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Losing As and Fs: What Works for Schools Implementing Standards-based Grading?, Matt Townsley and Tom Buckmiller

Submissions from 2019

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An Autonomist Biopolitics of Education: Reproduction, Resistance, and the Specter of Constituent Bíos, Gregory N. Bourassa

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Reflection or Refusal? A Response to Hilton Kelly’s 2018 AESA Presidential Address, Gregory N. Bourassa and Graham B. Slater

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Policy field and policy discourse: The american federation for children network, B. Scott Ellison, Ariel M. Aloe, and Shehreen Iqtadar

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Against Fragmentation: Critical Education Scholarship in a Time of Crisis, Scott Ellison

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Doing Identity Work and Risky Endeavors? A Qualitative Research Synthesis of Predominantly White, Middle-Class Parents’ Decision Making in the Context of Urban School Choice, Scott Ellison and Ariel M. Aloe

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Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice, Scott Ellison and Ariel M. Aloe

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A review of the empirical research using enright’s process model of interpersonal forgiveness, Suzanne Freedman and Robert D. Enright

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Considering Standards-based Grading: Challenges for Secondary School Leaders, Matt Townsley

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Anticipating a Second Wave of Standards-Based Grading Implementation and Understanding the Potential Barriers: Perceptions of High School Principals, Matt Townsley, Tom Buckmiller, and Robyn Cooper

Submissions from 2018

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Disruptive innovation, labor markets, and Big Valley STEM School: network analysis in STEM education, Scott Ellison and Ben Allen

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From objects to subjects: Repositioning teachers as policy actors doing policy work, Scott Ellison, Ashlee B. Anderson, Brittany Aronson, and Courtney Clausen

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Forgiveness as an educational goal with at-risk adolescents, Suzanne Freedman

Submissions from 2017

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Ain’t no makin’ it in the age of austerity: The making and taking of educational life, Gregory Bourassa

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Toward an elaboration of the pedagogical common, Gregory N. Bourassa

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Monstrous Generosity: Pedagogical Affirmations of the “Improper”, Gregory N. Bourassa and Frank Margonis

Middle school students' mathematics knowledge retention: Online or face-to-face environments, Clayton M. Edwards, Audrey C. Rule, and Robert M. Boody

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Use of Portion Size Estimation Aids for High-Energy-Dense Snack Foods Increases Portion Size Estimation Accuracy in College Students, Elana Joram and Morgan Weigel

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The model of domain learning: A good science-based theory, Ralph E. Reynolds and Dessy S. Stoycheva

Submissions from 2016

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Teaching for democracy in post-arab spring: Challenges & opportunities, Abdullah F. Alrebh and Radhi Al-Mabuk

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The psychology of interpersonal forgiveness and guidelines for forgiveness therapy: What therapists need to know to help their clients forgive, Suzanne Freedman and Tiffany Zarifkar

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Elementary mathematics teachers’ judgment accuracy and calibration accuracy: Do they predict students’ mathematics achievement outcomes?, Anthony J. Gabriele, Elana Joram, and Ki H. Park

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Integrating Models of Collaborative Consultation and Systems Change to Implement Forgiveness-Focused Bullying Interventions, Nicole R. Skaar, Suzanne Freedman, Amy Carlon, and Elizabeth Watson

Submissions from 2015

Ethics in the theory and practice of Hizmet, Radhi H. Al-Mabuk

Pushing up against the limit-horizon of educational change: A critical discourse analysis of popular education reform texts, Ashlee Anderson, Brittany Aronson, Scott Ellison, and Sherrie Fairchild-Keyes

Promoting prevention and early intervention of adolescents' self-disclosure and online risk behavior, Rachel Ellingson and Nicole R. Skaar

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Impact of an intuitive eating education program on high school students’ eating attitudes, Nicole Healy, Elana Joram, Oksana Matvienko, Suzanne Woolf, and Kimberly Knesting