Publications

2025

Devery Rodgers

Rodgers, D.J. (2025). Culturally-responsive leadership for pandemic STEMgagement in computer science: A PK12 case study. Education Sciences, 15(1), 34. Reimagining K-20 Educational Leadership in the 21st Century.

Edwin Achola

Achola, E. O. & Ingram, J. (2025). Completing College: Antecedents of success in post- secondary Education for Students with Disabilities. Journal of the American Academy of Special Education Professionals.

Heather Macías

Chen, Y., Macías, H., Graco, G., Hou, Y., & Gomez, F. (2025). AI for Social Good Education Through a Culturally Responsive Pedagogy. In S. C. Suh (Ed.), Artificial Intelligence for Design and Process Science (pp. 1-12). Springer.

2024

Ali Rezaei

Rezaei, A. R. (2024).  The Impact of Interactive Video Platforms on Students' Performance and Attitudes. Journal of Interactive Learning Research 35(2), 167-194.

Rezaei, A. R. (2024). Applications of immersive technologies in education: A systematic literature review. Advances in Online Education: 2(3), 232-251.

Avery Olsen

Olson, A. B., & Sterk, L. (2024). Using culturally responsive trauma-informed approaches to advising first-generation, graduate level students. In V. J. Thompson, & J. Patterson (Eds.), Differentiated Academic Advising Strategies for Students Beyond the Margins. Rowan and Littlefield. 

Sterk, L., & Olson, A. B. (2024). The role of community cultural wealth and influence of family on first-generation graduate students. Journal of First-Generation Student Success (NASPA Journal), 4(1), 44-62.

Charles Slater

Farfan, E., Aguilar, M., Slater, C.S. (2024). Leadership for social justice: A study of directors of the National Pedagogical University of Mexico City. Journal of Educational Leadership Policy and Practice, 38, 46-67.

Glass, S., Rodgers, D., & Slater, C.L. (2024). Generativity and Nigrescence: The identity of a Black school principal pursuing social justice. Educational Management, Administration, and Leadership.

Pol-Lim, S. & Slater, C.L. (2024). Understanding Parental Historical Trauma and the Effect on Second-generation Cambodian Americans. Journal of Trauma and Stress, 1(19).

Devery Rodgers

Glass, S., Rodgers, D.J. & Slater, C. (2024). Generativity and Nigrescence: The identity of a Black school principal pursuing social justice. Educational Management Administration and Leadership.

Caballeros, J. & Rodgers, D.J. (2024, March 11). Post-pandemic edtech preparedness: A comparative analysis of public school districts’ education technology plans, EdCal, Association of California School Administrators.

Nat Hansuvadha

Hansuvadha. N., Nelson, J.P., Rice, K.,&  Holdheide, L, (2024). CEC Spotlight Session: What if…? Imagining New Possibilities in Teacher and Leader Preparation. Council for Exceptional Children Conference. 

Hansuvadha. N. (2024). Inclusive Leadership Preparation in California. Council for Exceptional Children Conference.

Nina M. Flores

Golden, N.A. (2024). Reframing youth well-being through community-engaged learning. Learning Landscapes.

Golden, N.A. (2024). "If I said something, they would make me say it again in English": A raciolinguistic critique of monoglossic language education. In Tavares, V. (Ed.) Empowering Language Learners in a changing world through Pedagogies of Multiliteracies, Palgrave.

Golden, N.A. & Avila, K. (2024). Local ecologies and Critical Media Production. In Webb, A., Beach, R., & Share, J. (Eds.) Empowering Youth to Confront the Climate Crisis in English Language Arts, TC Press.

Paul Ratanasiripong

Ratanasiripong, P. (2024). Navigating mental health challenges: Influences and paths to wellness. Journal of Health Research, 38(5), 455-458.

Ratanasiripong, P., Siri, S., Hanklang, S., Chumchai, P., & Galvan, F. (2024). Factors related to mental health and quality of life among college and university teaching professionals in Thailand. Thai Journal of Public Health, 54(1), 828-845.

Ratanasiripong, P., Hanklang, S., Nungdanjark, W., Thongthammarat, Y. & Ramon, E. (2024). Predictors of mental health among secondary school students in Thailand: The roles of grit, self-esteem, and smartphone addiction. Thai Journal of Public Health, 54(2), 903-917. 

West, J., Ratanasiripong, P., Glass, S., & Lund, C. (2024). An ouroboros of oppression: The self-perpetuating, inequitable high school outcomes of middle school tracking. Middle School Journal, 55(5), 27-38.

Aloteibi, S., Ratanasiripong, P., & Priede, A. (2024). Teachers’ perspectives toward smartphone usage by students and resulting classroom policies. Journal of School Administration Research and Development, 9(2), 66-75. 

Hanklang, S., Singkhum, P., Ratanasiripong, N, & Ratanasiripong, P. (2024). Effect of smartphone addiction, self-esteem, and mental health on grit among nursing students: A cross-sectional study. Thai Journal of Public Health, 54(3), 1012-1027.

Jaengpromma, P., Pimalram, P., Sukhabot, K., Khamsean, S., Phiset, P., Tulwattanakul, P., & Ratanasiripong, P. (2024). The knowledge and practice of a traditional healer using acupuncture for disease treatment among ethnic minority communities: A case study from Pong District in Thailand. Thai Journal of Public Health, 54(3), 1012-1027.

2023

Ali Rezaei

Rezaei, A. R. (2023). Comparing strategies for active participation of students in group discussions. Active Learning in Higher Education, 24(3), 337-351.

Angela Locks

Angela M. Locks, Rocio Mendoza, and Deborah F. Carter, Eds. Debunking the grit narrative in higher education: Drawing on the strengths of African American, Asian American, Pacific Islander, Latinx and Native American Students. New York: Routledge.

Avery Olsen

Olson, A. B., Ozaki, C. C., & Johnston-Guerrero, M. P. (2023). Recentering the individual in context using the phenomenological variant of ecological systems theory: Applications for higher education. New Directions for Higher Education. 

Bita Ghafoori

Hansen, M.C., Small, L.A., Ghafoori, B., & Campbell, C. (2023).  Journal of Ethnic and Cultural Diversity in Social Work. Understanding Treatment Attitudes in the Path towards Trauma Recovery in Urban-Dwelling Trauma-Exposed Latinx Adults.

Charles Slater

Silva, P., Antúnez, S. & Slater, C.L. (2023). Leadership in education: Spanish perspectives on social Justice in P.A Woods, A. Roberts, M. Tian, & H. Youngs (Eds). Elgar Handbook of leadership in Education. Edward Elgar Publishing. 

Christian Bracho

Bracho, C. (2023). “Grieving in Spanglish: A Glossary of Loss.” In Glisch-Sanchez, D. and Rodriguez, N. (eds.) Sana, Sana: Latinx Pain and Radical Visions for Healing & Justice. Common Notions Press.

Devery Rodgers

Rodgers, B. & Rodgers, D.J. (2023, April). Educating Black boys: The need for Black male mentorship. Kappan, 104(7).

Edwin Achola

Achola E. O. (2023) Stakeholder collaboration for a culturally responsive and sustaining approach to universal design for transition. In Scott, L. & Thoma, C(Eds) Universal Design for Transition: The Educators' Guide for Equity Focused Transition Planning. Paul, H. Brooks.

Heather Macías

Macías, H. (2023). Being straight and white is “right”: What I learned as a Queer Latina in K-12 US education and what I fight to dismantle in higher education. In R. Hernandez (Ed.), Diverse Experiences of Latinas in Higher Education: Chingonas on their Own Terms (ch.12). Routledge.

Kelli Sanderson

Sanderson, K.A. & Bumble, J.L. (2023). Parent perspectives: Understanding the postschool concerns of parents of transition-age youth with disabilities. Career Development and Transition for Exceptional Individuals.

Sanderson, K.A. & Goldman, S. E. (2023). Factors associated with parent IEP satisfaction. Remedial and Special Education.

Kristi Hagans

Hagans, K. S., & Richards-Tutor, C. (2023). Interdisciplinary training in intensive intervention for students with disabilities and multi-lingual youth. In D. D. Slanda & L. Pike (Eds.), Handbook of research on interdisciplinary preparation for equitable special education. IGI Global.

Kristin Powers

Powers, K., & Achola, E. (2023). A model for interdisciplinary preparation in culturally responsive, evidence-based transition planning. In D. Slanda & L. Pike (Eds.) Handbook of Research on Interdisciplinary Preparation for Equitable Special Education. IGI Global.

Paul Ratanasiripong

Spiratos, K., & Ratanasiripong, P. (2023). Problematic smartphone use among high school students. Journal of School Administration Research and Development, 8(2), 76-86.

Ratanasiripong, N., Cahill, S., Crane, C., & Ratanasiripong, P. (2023). The outcomes of an e-wellness program for lupus patients in Thailand: A participatory action research approach. Journal of Preventive Medicine & Public Health, 56, 154-163. 

2022

Avery Olsen

Olson, A. B., & Sterk, L. (2022). The intersections of identity and sense of belonging: First-generation graduate student belonging during a pandemic. ACPA Developments.

Bita Ghafoori

Ghafoori, B., Martinho, G., Goncalves, M., & Matos, M. (2022). Clinical profiles and factors associated with treatment initiation in survivors of sex trafficking: a comparison with survivors of domestic violence and sexual assault. Psychological Trauma: Theory, Research, Practice, & Policy, Advance online publication.

Ghafoori, B., Matos, M., & Gonçalves, M. (2022). Dropout from evidence-based trauma treatment in a community mental health clinic serving victims of interpersonal violence. Journal of Traumatic Stress, 35(3), 1025–1041.

Allwood, M., Ghafoori, B., Salgado, C., Slobodin, O., Kreither, J., Waelde, L. C., Larrondo, P., & Ramos, N. (2022). Identity-based hate and violence as trauma: Current research, clinical implications, and advocacy in a globally connected world. Journal of Traumatic Stress, 35(2), 349–361.

Caroline Lopez-Perry

Lopez-Perry, C. & Whitson, L. (2022). Engaging in political leadership and macrolevel advocacy: School counselors leading for student mental wellness. Journal of Counselor Leadership and Advocacy, 9(2).

Lopez-Perry, C., Hernandez, E., & Espinoza, E. (2022). Administrators leveraging school counseling supports to address disparities in school discipline. In A. Adams (Ed.) Approaching Disparities in School Discipline: Theory, Research, Practice, and Social Change (pp. 215-236). IGI Global. 

Devery Rodgers

Rodgers, D. (2022, May/June). Taking social media by storm: Principals are using online platforms in innovative new ways to connect with the school community. Principal. National Association of Elementary School Principals, 28-32.

Rodgers, D. & Brito, A. (2022). Online and hybrid student engagement: A duoethnography with edtech. In Perez, A & Orakci, S. (Eds.), Pedagogy, Presence, and Motivation in Online Education, 96-122. IGI Global. 

Edwin Achola

Powers K, & Achola E. O. (2022) A model for interdisciplinary preparation in culturally-responsive, evidence-based transition planning. In Slanda D & Pike, L (Eds.), Interdisciplinary Preparation for Equitable Special Education. IGI Global.

Pepic-Koubati, A & Achola E. (2022) Faculty professional development pertaining to student with disabilities in the southern California community college setting. Journal of applied research in community college. 29(2): 61-74 

Achola, E. O. (2022). Mentoring and planning transition for Black students with diverse abilities in postsecondary education. In B. R. Butler, A. Farinde-Wu, &M. Winchell (Eds.), Mentoring while White: Culturally responsive practices for sustaining the lives of Black college students (pp.1-31). Lexington Books.

Heather Macías

Macías, H. (2022). Why I tell pre-service teachers to stop teaching To Kill a Mockingbird: The significance of representation and affirmation in diverse texts. California English, 2(28), 23-27.

Macías, H. (2022). Culture and commodity: How Latina mothers use language to battle against language loss and assimilation in their children. Critical Inquiry in Language Studies. 

Kelli Sanderson

Sanderson, K.A., Powers, K. & Cornejo-Guevera, M. (2022). Exploring the development of an inclusive postsecondary education program for diverse students with intellectual disabilities through a virtual community conversation. Journal of Inclusive Postsecondary Education.

Kristi Hagans

Powers, K., Hagans, K. S., & Lacey, K. (2022). The results of a federally funded long-term consultation training model. Journal of Educational and Psychological Consultation.

Kristin Powers

Powers, K., Hagans, K.S., & Lacy, K. (2022). The results of a federally funded long-term consultation training models. Journal of Educational and Psychological Consultation (JEPC).

Nat Hansuvadha

Rosenquist, W. & Hansuvadha, N. (2022). Building professional capacity among paraprofessionals through onboarding. Journal of Education Human Resources, 40(4), 437-476.

Nina M. Flores

Flores, N. M. (2022). Teaching, learning, and relationships to space: Toward a spatially engaged pedagogy. In Erualdo Gonzalez Romero, Zuniga, E. M., Hernandez, A. C. & Torres, R. D. (eds.) Gentrification, Displacement, and Alternative Futures. Routledge: New York, NY.

Noah Asher Golden

Golden, N.A. and Couffer, B. (2022). Putting out fires through a re-grounded critical literacy: Slowing the spread of misinformation through Teacher Education. Literacy Practice and Research: 47(3), Article 1. Available at Literacy Practice and Research.

Golden, N.A. (2022). "Why should I bother if the school didn't bother with me?": Navigating the effects of subtractive schooling in an alternative learning program. Journal of Latinos and Education.

Oscar Navarro

Pour-Khorshid, F., Navarro, O., Nyachae, T., & Pham, J. (2022).  Engaging Intersectional Praxis: A Catalyst for Critical Collective Vulnerability and Liberatory Learning. In C. Gist & T.J. Bristol (Eds.), Handbook of Research on Teachers of Color and Indigenous Teachers, 601-615. Washington, D.C.: American Educational Research Association.

Navarro, O., Ronan, B., & Reyes Patron, I. (2022). Teacher Candidates of Color Experiences and Perceptions of Culturally Responsive Teaching within Teacher Education: "They hit the target, not the bullseye." Journal for Multicultural Education.

Paul Ratanasiripong

Ratanasiripong, P., Ratanasiripong, N., Nungdanjark, W., Thongthammarat, Y., & Toyama, S. (2022). Mental health and burnout among teachers in Thailand. Journal of Health Research, 36, 404-416. 

Ratanasiripong, P., Wang, C. D., Ratanasiripong, N., Hanklang, S., Kathalae, D., & Chumchai, P. (2022). Impact of psychosocial factors on academic performance of nursing students in Thailand. Journal of Health Research, 36, 598-606.

Ratanasiripong, P., Ratanasiripong, N., Khamwong, M., Jingmark, S., Thaniwattananon, P., Pisaipan, P., Sanseeha, L., Rungnoei, N., Songprkun, W., Tonkuriman, A., & Bunyapakorn, S. (2022). The impact of resiliency on mental health and quality of life among older adults in Thailand. Journal of Health Research, 36, 908-918.

Susilowati, I. H., Phuong, T. N., Hasiholan, B. P., Kaewboonchoo, O., Low, W. Y., Isahak, M., Ratanasiripong, P., & Tulaeka, A. R. (2022). Risk factors of sociodemographic and work environment that related to musculoskeletal symptoms among SME workers in Vietnam. International Journal of Health Sciences, 6 (S2), 1823–1841.

Shametrice Davis

Hsieh, B., Achola, E. O., Reese, L., Keirn, T., Davis, S., Navarro, O. & Moreno, J. (2022). Transforming educator practice through a culturally responsive and sustaining pedagogies rubric: Co-construction, implementation, and reflection. In E. Cain, R. A. Filback, & J. Crawford, Cases on academic program redesign for greater racial and social justice. (pp. 191-211). IGI Global. 

Stephen Adams

Adams, S. & Rojas, F. (2022). Teachers’ learning about integrating technology in teaching as part of a graduate program for equity-oriented education. Proceedings of XX International Organization for Science and Technology Education International Symposium 2022, Recife, Brazil.

2021

Bita Ghafoori

Hunt, T., Joseph, M., Valencia, R., Ghafoori, B., & Waelde, L. (2021).  Race-based stress for Black people: Impacts and Treatment Directions. Stresspoints.

Garibay, E.*, Ghafoori, B., & Ranney, M. (2021). PTSD symptom expression in Latina Sexual Assault Survivors. International Journal of Health, Wellness, and Society, 11(2), 69-82.

Ghafoori, B., Hansen, M.S., Garibay, E.* (2021). Predictors of treatment access and initiation among diverse, low-income victims of violence offered an evidence-based trauma focused treatment. Journal of Interpersonal Violence, 36(15-16), NP8124-NP8145.

Caroline Lopez-Perry

Levy, I. & Lopez-Perry, C. (2021). The school counselor’s role in anti-racist college counseling and advising. Journal of College Access, Special issue: Access and Blackness: Antiracist college counseling and advising.6(3), Article 3.

Lopez-Perry, C., Tuttle, M., Hyun, J., & Robinson, S. (2021). A social justice recruitment and retention model for diversifying school counselor education. Journal of Counselor Preparation and Supervision, 14(4). 

Charles Slater

Cartagena, E. & Slater, C.L. (2021). A district’s journey of transformative leadership: Moving beyond open access to the improvement, inclusion, and success of students of color in Advanced Placement. Journal of School Leadership. 

Slater, C. L., Antúnez, S., & Silva, P. (2021). Social justice leadership in Spanish schools: Researcher perspectives. Leadership and Policy in Schools Journal, 20(1), 111-126.

Christian Bracho

Bracho, C. (2021). A Journey Toward Coherence: Responding to Donaldo Macedo. In Achieng-Evensen, C., Soohoo, S., & Stockbridge, K. (Eds.) Freirean Echoes: Multigenerational Dialogue in Contemporary Times. Myers Press.

Bracho, C. (2021). Queer Theory in Comparative/ International Education. Bloomsbury Handbook of Theory in Comparative and International Education. Bloomsbury.

Walker, N., Bracho, C., Mahduri, M. (2021). Challenges and responses: Teacher educators’ identity work during times of trauma. AILACTE Journal, 26-52.

Devery Rodgers

Rodgers, D. (2021, December 7). How to manage an engaging virtual STEM program. Edutopia. George Lucas Educational Foundation. 

Rodgers, D. (2021). An ethnographic case study of pandemic pedagogy: K12 teachers’ choices for student learning. In A. Bozkurt (Ed.), Handbook of Research on Emerging Pedagogies for the Future of Education, 145-168. Pennsylvania: IGI Global.

Edwin Achola

Hsieh, B., Achola, E.O., Navarro, O., Reese, L., Keirn, T., Davis, S., & Moreno, J. (2021). Transforming educator practice through a culturally responsive and sustaining pedagogies rubric: Co-construction, implementation, and reflection. In E.C. Cain, J. Crawford, & R. Filback (Eds.) Cases on academic program redesign for greater racial and social justice.

Heather Macías

Macías, H. (2021). Valuing Students’ Funds of Knowledge. California English, 27(2), 12-14.

Macías, H. (2021). Being an ally through podcast instruction. English Journal, 10(4), 115-117.

Macías, H. (2021). A letter to students (and myself): A reminder for transparency and reflection. California English 26(3), 23-25.

Huong Tran Nguyen

Hsieh, B. & Nguyen, H.T. (2021). Coalitional resistance: Challenging racialized and gendered oppression in teacher education. Journal of Teacher Education, 72(3), 355-367.

Jacob Olsen

Olsen, J., Parikh Foxx, S., Flowers, C., & Hayakawa, K. (2021). An analysis of school counselors time spent on ASCA aligned activities. Journal of Counseling Research and Practice, 7(1), 32-47.

Olsen, J., Parikh Foxx, & Flowers, C. (2021). A confirmatory factor analysis of the school counseling program implementation survey. Journal of School Counseling, 19(44).

Martinez, R. R., Parikh Foxx, S., Olsen, J., & Kennedy, S. (2021). The school counselor STEM advocacy survey (SC-STEM-AS). Professional School Counseling, 25(1), 1-13.

Jonathan J. O'Brien

Ortiz, A. M., O’Brien, J. J., & Carnaghi, J. E. (2021). Leading with and through others: Developing competencies in the work setting. In D. M. DeSawal, F. E. Ross III, & Associates (Eds.), Supervised practice: Connecting professional competency areas to professional development in student affairs (pp. 109-138). Washington D. C.: National Association of Student Personnel Administrators.

Kelli Sanderson

Sanderson, K. A. & Goldman, S. E. (2021). Understanding the characteristics and predictors of student involvement in IEP meetings. Journal of Special Education.

Kristin Powers

Sanderson, K., Powers, K., & Cornejo Guevara, M.V., (2021). Exploring the development of an inclusive postsecondary education program for students with Intellectual Disabilities through a virtual community conversation. Journal of Inclusive Postsecondary Education. 3(2), 1 – 21. 

Powers, K., & Priede, A. (2021). Effect size guidelines for school psychology candidates training in problem-solving single-case design. School Psychology Training and Pedagogy, 38(4), 42 – 53. 

Powers, K., Hill, B., & Cornejo Guevara, M.V. (2021). The role of the Larry P. v. Riles case in California due process complaint adjudications. Contemporary School Psychology. 25, 200 – 212.

Nat Hansuvadha

Soodjinda, D., Hansuvadha, N., & Grenot-Scheyer, M. (2021). Culturally Relevant Teacher Education in the United States. Oxford University Press. 

Nina M. Flores

Lee, C. A., Flores, N. M., & Hom, L. (2021). Learning From Asian Americans: Implications for Planning. Journal of Planning Education & Research.

Flores, N. M. (2021). Tweets, Threats & Censorship: Campus Resources to Support Faculty Through Incidents of Targeted Harassment. UC National Center for Free Speech and Civic Engagement.

Noah Asher Golden

Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R. S. (Eds.). (2021) Handbook of Critical Literacies. New York, NY: Routledge.

Golden, N.A. (2021). Education reform and potemkin villages: expanding conceptions of “data.” In Lynch, T.L. (Ed.) Critical Media Literacy, Vol. 1: Bringing Lives to Texts, National Council of Teachers of English (NCTE). Also available at ResearchGate, Academia, and Digital Commons. 

Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R. S. (2021). The current state of critical literacy around the world. In Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R. S. (Eds.). Handbook of Critical Literacies. New York, NY: Routledge.

Mora, R.A., Pandya, J.Z., Alford, J., Golden, N.A. & deRoock, R. S. (2021). Critical literacy and the challenges ahead of us. In Pandya, J.Z., Mora, R.A., Alford, J., Golden, N.A. & deRoock, R. S. (Eds.). Handbook of Critical Literacies. New York, NY: Routledge.

Golden, N.A. & Petrone, R. (2021). The social production of risk and resilience. In O’Reilly, M. & Lester, J.N. (Eds.). The Palgrave Encyclopedia of Critical Perspectives on Mental Health. Palgrave McMillan. Also available at ResearchGate.

Oscar Navarro

Hsieh, B., Achola, E.O., Keirn, T., Reese, L., Davis, S., Navarro, O., & Moreno, J. (2021). Transforming Educator Practice Through a Culturally Responsive and Sustaining Pedagogies Rubric: Co-Construction, Implementation, and Reflection. In E. Cain, R.A. Filback, & J. Crawford (Eds.), Cases on Academic Program Redesign for Greater Racial and Social Justice, 191-211. Pennsylvania: IGI Global.

Paul Ratanasiripong

Ratanasiripong, P., China, T., Ratanasiripong, N., & Toyama, S. (2021). Resiliency and mental health of school teachers in Okinawa. Journal of Health Research, 35 (6), 470-481.

Rita Suh

Griffin, S. & Suh, R. (2021). Introduction to education: Establishing equitable learning opportunities for all students. Great River Learning.  

Shametrice Davis

Davis, S. Healing, Boundary Setting, and Reclaiming Our Energy. (October, 2021). Southern California Association of Diversity Officers in Higher Education. Zoom presentation to over 30 members of this professional organization. Invited Speaker.

Shelley Xu

Xu, S. (2021). Forward. In Patricia R. Schmidt (Ed.). Authentic voices: Culturally responsive teaching and learning. Information Age Publishing.

2020

Ali Rezaei

Rezaei, A. R. (2020). Groupwork in Active Learning Classrooms: Recommendations for Users. Journal of Learning Spaces, 9(2), 1-21.

Avery Olsen

Ruiz-Alvarado, A., & Olson, A. B. (2020). Examining the relationship between college advising and student outputs: A content analysis of the NACADA Journal. NACADA Journal, 40(2). 

Ozaki, C. C., Olson, A. B.,  Johnston, M. P., & Pizzolato, J. P. (2020). Understanding persistence using a phenomenological variant of ecological systems framework. Community College Review.

Bita Ghafoori

Hansen, M. C., Ghafoori, B., & Diaz, M.* (2020). Examining attitudes towards mental health treatment and experiences with trauma: Understanding the needs of trauma‐exposed middle‐aged and older adults. Journal of Community Psychology.

Ghafoori, B., & Khoo, S. F. (2020). A Pilot Study of Racial and Ethnic Differences in Mental Health Outcomes During the First 6 Weeks of Trauma-Focused Treatment. Community Mental Health Journal, 1–11.

Caroline Lopez-Perry

Lopez-Perry, C. (2020). Transformational leadership and the big five personality traits of counselor educators. Journal of Counselor Leadership and Advocacy, 7(2) 132-146. 

Lopez-Perry C. & Olsen, J. (2020). Engaging middle school students in career and college exploration and planning. In C. Martinez, B. Hsieh, & F. Gomez (Eds.), Insights from practice: Reflections on linked learning implementation in secondary settings.

Charles Slater

Hernández-Castilla, R., Slater, C., & Martínez-Recio, J. (2020). Los objetivos de Desarrollo Sostenible, un reto para la escuela y el liderazgo escolar. Profesorado, Revista de Currículum y Formación del Profesorado, 24(3), 9-26.

Silva, P., Antúnez, S., & Slater C.L. (2020). Towards Social Justice in Highly Complex Schools in Catalonia, Spain. Educational Management Administration and Leadership.

Kuykendall, B. & Slater, C.L. (2020). Trust between Teachers and Principals: A Matter of Care, Integrity, and Competence. International Journal of Servant Leadership.

Wise, G. & Slater, C.L. (2020). Critical moral leadership: Toward social justice for English Language Learners. In J. C. Veenis and J. R. Berry (eds.) Multiculturalism and Multilingualism at the Crossroads of School Leadership. Exploring Leadership Theory, Policy, and Practice for Diverse Schools.

Christian Bracho

Bracho, C. (2020). Reclaiming uplift: caring for teacher candidates during the COVID-19 crisis. Issues in Teacher Education, 29(1/2), 12-22.

Devery Rodgers

Rodgers, D. (2020). Using technology to connect with parents. Edutopia, George Lucas Educational Foundation.

Estella Chizhik

Chizhik, W, E., & Brandon, R. R. (2020). Making Virtual Co-Teaching Work in a Covid-19 Environment.  Issues in Teacher Education, 29(1 and 2), 142-149. 

Brandon, R., & Chizhik, E. W. (2020). The Garden PLOT: Examining teacher-candidates’ attitudes and efficacy after a University-District intervention. Building Bridges IV - 2020 Proceedings. 

Heather Macías

Macías, H. (2020). Investigating students' strengths: Using funds of knowledge and Ethnic Studies principles to engage all students. California English, 25(4), 25-17.

Huong Tran Nguyen

Hsieh, B. & Nguyen, H.T. (2020). Identity-informed mentoring to support acculturation of female faculty of color in higher education: An Asian American female mentoring relationship case study. Journal of Diversity in Higher Education, 13(2), 169-180.

Nguyen, H.T. (2020). Designing meaningful learning experiences for Vietnamese American students (invited article, editor-reviewed). National Association for Bilingual Education, 44(1), 15-17.

Jacob Olsen

Olsen, J., Parikh Foxx, S., & Flowers, C. (2020). A confirmatory factor analysis of the school counselor knowledge and skills survey for multi-tiered systems of support. The Professional Counselor, 10(3), 376-392.

Jonathan J. O'Brien

O’Brien, J. J. (2020). Theoretical frameworks for ethical practice. In A. M. Hornak (Ed.), Ethical and legal issues in student affairs and higher education (pp. 8-30). Springfield, IL: Charles Thomas Publishing.

Kristi Hagans

Powers, K., Hagans, K., & Tran, T. T. L. (2020). Evidence-based decision making and accountability. In M. R. Hass, L. T. M. Nguyen, & M. H. Dang (Eds.), Introduction to school psychology in Vietnam. Vietnam National University Press.

Kristin Powers

Conoley, J., Powers, K., & Gutkin, T. (2020). How is school psychology doing: Why hasn’t school psychology realized its promise? School Psychology. 35(6), 367-374.

Nina M. Flores

Flores, N. M. (2020). Harassment at conferences: will #MeToo momentum translate to real change?Gender and Education, 32(1), 137-144.

Flores, N. M. (2020). Street Harassment: Old Issue, Ongoing Struggle, New Movement. Transformative Planning: Radical Alternatives to Neoliberal Urbanism.

Flores, N. M. (2020). Reimagining Citizen Science for Women’s Human Security: Shifting Power with Critical Pedagogy & Feminist Perspectives. Women’s Perspectives on Human Security: Violence, Environment & Sustainability, 207–234.

Noah Asher Golden

Golden, N.A. (2020). The importance of narrative. Moving towards sociocultural understandings of trauma-informed praxis. Bank Street Occasional Paper Series, 2020 (43). Also available at Researchgate and Academia.

Golden, N.A. (2020). Organizing for meaningful assessment. English Journal, 109 (6), 16-18. Also available at ResearchGate and Academia.

Golden, N.A. (2020). Countering reified framings of social justice: Building responsiveness through dialogue. In Asmus, B. & Gonzalez, C. (Ed.s) Engaging the Critical in English Education: Approaches from the Commission on Social Justice in Teacher Education. Peter Lang Publishing, Social Justice Across Contexts in Education series.

Oscar Navarro

Navarro, O. (2020). Fugitive Learning through a Teacher Inquiry Group: Urban Educators Humanizing their Classrooms & themselves. The High School Journal, 103 (3), 157-175.

Navarro, O. (2020). Centering Wellness & Fostering Interconnectedness with Future Educators of Color During a Global Pandemic & Racial Justice Uprising. Issues in Teacher Education, 29 (1-2), 54-64.

Navarro, O., Shah, J.K., Valdez, C., Dover, A.G., & Henning, N. (2020). Fighting on All Fronts: The Push, Pull, & Persistence of Social Justice Educators and the Move to Reimagine Teacher Education. Teacher Education Quarterly, 47(3), 9-31.

Paul Ratanasiripong

China, T., Ratanasiripong, P., Toyama, S., & Nann, N. (2020). The first-year experience: Mental health of university students in Okinawa, Germany, and Thailand. Nanto Bunka - Bulletin of the Institute of Ryukyuan Culture, 42, 63-81.

Rodriguez, A., Ratanasiripong, P., Hardaway, K., Barron, L., & Toyama, S. (2020). Latinx college students: How schemas and attachments impact depression and relationship satisfaction. Hispanic Journal of Behavioral Sciences, 42 (2), 248-263. 

Ratanasiripong, P., & Tsai, S. (2020). Impact of Christian meditation and biofeedback on the mental health of graduate students in seminary: A pilot study. Insights on the Depression and Anxiety, 4, 019-024.

Ratanasiripong, N., & Ratanasiripong, P. (2020). Predictive factors of quality of life among systemic lupus erythematosus patients in Thailand: A web-based cross-sectional study. Quality of Life Research, 29, 2415-2423.

Ratanasiripong, N., Warawitsaranggoon, R., Junda, T., Sangchan, H., Goo, P. A., Siripaitoon, B., Ratanasiripong, P., & Panyathorn, K. (2020). Mental health status and health-related quality of life among Systemic Lupus Erythematosus (SLE) patients in Thailand: A multi-site study. Journal of the Medical Association of Thailand, 103 (11), 1-9.

Shametrice Davis

Davis, S., Reese, L., & Griswold, C. (2020). My narrative is not what you think it is: Experiences of African Americans in a Doctor of Education Program. International Journal of Doctoral Studies, 15, 199 - 215. 

Shelley Xu

Xu, S. (2020). A content analysis of PPTs: Exploring preservice teachers’ TPACK development. In Proceedings of SITE Interactive Online 2020 Conference (pp. 602-607). Association for the Advancement of Computing in Education (AACE).

William Jeynes