Faculty Research

  • Abbitt, J.T., Boone, W.J. (2021). Gaining insight from survey data: an analysis of the community of inquiry survey using Rasch measurement techniques. Journal of Computing in Higher Education. DOI:https://doi.org/10.1007/s12528-020-09268-6
  • Abbitt, J. T., & Watt, S. J. (2020). Exploring LMS user activity data and performance measures from virtual field experience online modules for preservice teachers.  Journal of Technology and Teacher Education, 28(3), 487-517.
  • Abbitt, J. T., Watt, S. J., & Boone, W. J. (2018). A comparison of independent and collaborative instructional models in a blended graduate teacher education program. Journal of Interactive Online Learning, 1(16), 1–20.  http://www.ncolr.org/issues/jiol/v16/n1/1/
  • Aronson, B., Banda, R., Johnson, A., Kelly, M., Radina, R., Reyes, G., Sander, S., & Wronowski, M. (2020). The social justice teaching collaborative: A critical turn towards critical teacher education. Journal of Curriculum Studies Research. 2, (2), 21-39.
  • Johnson, A., Hineman, C. (2019). A duoethnographic journey of inclusion to access. The Currere Exchange Journal. 3, (1).
  • Noltemeyer, A., Huang, H., Meehan, C., Jordan, E., Morio, K., Shaw, K., Oberlin, K. (2020) Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio, Journal of Applied School Psychology, 36:1, 1-19, DOI: 10.1080/15377903.2019.1619645
  • Noltemeyer, A., Palmer, K., James, A., & Petrasek, M. (2019). Disciplinary and achievement outcomes associated with school-wide PBIS implementation level. School Psychology Review, 48 (1), 81-87.
  • Brann, K.L., Boone, W.J., Splett JW, Clemons C, Bidwell SL. Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis. Journal of Psychoeducational Assessment. 2021;39(2):197-211. doi:10.1177/0734282920947504
  • Brann, K.L., Baker, D., Smith-Millman, M.K., Watt, S.J., DiOrio, C. (2021). A meta-analysis of suicide prevention programs for school-aged youth, Children and Youth Services Review, Volume 121, 2021, 105826, ISSN 0190-7409, DOI: 10.1016/j.childyouth.2020.105826.
  • Kristy L. Brann, Brian Daniels, Sandra M. Chafouleas & Courtney A. DiOrio (2021) Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019, School Psychology Review, DOI: 10.1080/2372966X.2020.1836518
  • Shahidullah, J. D., Brunson McClain, M., Azad, G., Mezher, K. R., & McIntyre, L. L. (2020.) Coordinating autism care across schools and medical settings: Considerations for school psychologists. Intervention in School and Clinic, 56(2). doi: 10.1177/1053451220914891
  • McClain, M.B., Shahidullah, J.D., Mezher, K.R. et al. School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists. J Autism Dev Disord 50, 3081–3091 (2020). https://doi.org/10.1007/s10803-019-03985-3.
  • Noltemeyer, A., Palmer, K.*, James, A.G., & Wiechman, S.** (2018). School-wide Positive Behavioral Interventions and Supports (PBIS): A synthesis of existing research. International Journal of School & Educational Psychology, doi: 10.1080/21683603.2018.1425169.
  • Wasburn-Moses, L. (2020). Partnering with universities during a pandemic. Principal Leadership, 21(3), 46-49.Wasburn-Moses, L. (2021). Ethics in partnership in teacher education. Midwest Education Researcher, 33(1). Also recipient of 2020 Distinguished Paper Award.
  • Acevedo Espinal, S. M. (2020). “Effective Schooling” in the age of capital: Insights from advocacy anthropology, the anthropology of education, and critical disability studies [Special Issue : Disability Studies in Education—Critical Conversations ]. Canadian Journal of Disability Studies, 9(5), 265-301
  • Acevedo, S.M. &, Nusbaum, E. A. (2020). Autism, Neurodiversity, and Inclusive Education. In G. Noblit (Ed.). The Oxford Research Encyclopedia of Education. Oxford University Press https://doi.org/10.1093/acrefore/9780190264093.013.1260 
  • Noltemeyer, A., Meehan, C., Jordan, E., & Petrasek, M. (2021). Implementing statewide practices that promote student wellness and resilience (pp. 459-480). In P.J. Lazarus, S. Suldo, & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school-based approach. Oxford University Press.
  • Acevedo, S. M. (in press). Neuroqueering Composition: Sensuous reflections on the inconclusive life of thoughts. In E. Donaldson, R. Savarese, & R. Yergeau (Eds.). Neurofutures. MLA.
  • Abbitt, J. T., & Watt, S. J. (2021). Enhancing and Expanding Partnership Models for Collaborative Recruitment and Retention of BIPOC Intervention Specialists. Awarded ($300,000) by Ohio Dean's Compact.
  • Wasburn-Moses, L. (2020). Miami Inclusive Licensure Partnership. Awarded ($34,467) by Ohio Deans Compact.

Articles

  • Abbitt, J.T., Boone, W.J. (2021). Gaining insight from survey data: an analysis of the community of inquiry survey using Rasch measurement techniques. Journal of Computing in Higher Education. DOI:https://doi.org/10.1007/s12528-020-09268-6
  • Abbitt, J. T., & Watt, S. J. (2020). Exploring LMS user activity data and performance measures from virtual field experience online modules for preservice teachers.  Journal of Technology and Teacher Education, 28(3), 487-517.
  • Abbitt, J. T., Watt, S. J., & Boone, W. J. (2018). A comparison of independent and collaborative instructional models in a blended graduate teacher education program. Journal of Interactive Online Learning, 1(16), 1–20.  http://www.ncolr.org/issues/jiol/v16/n1/1/
  • Aronson, B., Banda, R., Johnson, A., Kelly, M., Radina, R., Reyes, G., Sander, S., & Wronowski, M. (2020). The social justice teaching collaborative: A critical turn towards critical teacher education. Journal of Curriculum Studies Research. 2, (2), 21-39.
  • Johnson, A., Hineman, C. (2019). A duoethnographic journey of inclusion to access. The Currere Exchange Journal. 3, (1).
  • Noltemeyer, A., Huang, H., Meehan, C., Jordan, E., Morio, K., Shaw, K., Oberlin, K. (2020) Youth mental health first aid: Initial outcomes of a statewide rollout in Ohio, Journal of Applied School Psychology, 36:1, 1-19, DOI: 10.1080/15377903.2019.1619645
  • Noltemeyer, A., Palmer, K., James, A., & Petrasek, M. (2019). Disciplinary and achievement outcomes associated with school-wide PBIS implementation level. School Psychology Review, 48 (1), 81-87.
  • Brann, K.L., Boone, W.J., Splett JW, Clemons C, Bidwell SL. Development of the School Mental Health Self-Efficacy Teacher Survey Using Rasch Analysis. Journal of Psychoeducational Assessment. 2021;39(2):197-211. doi:10.1177/0734282920947504
  • Brann, K.L., Baker, D., Smith-Millman, M.K., Watt, S.J., DiOrio, C. (2021). A meta-analysis of suicide prevention programs for school-aged youth, Children and Youth Services Review, Volume 121, 2021, 105826, ISSN 0190-7409, DOI: 10.1016/j.childyouth.2020.105826.
  • Kristy L. Brann, Brian Daniels, Sandra M. Chafouleas & Courtney A. DiOrio (2021) Usability of Social, Emotional, and Behavioral Assessments in Schools: A Systematic Review From 2009 to 2019, School Psychology Review, DOI: 10.1080/2372966X.2020.1836518
  • Shahidullah, J. D., Brunson McClain, M., Azad, G., Mezher, K. R., & McIntyre, L. L. (2020.) Coordinating autism care across schools and medical settings: Considerations for school psychologists. Intervention in School and Clinic, 56(2). doi: 10.1177/1053451220914891
  • McClain, M.B., Shahidullah, J.D., Mezher, K.R. et al. School-Clinic Care Coordination for Youth with ASD: A National Survey of School Psychologists. J Autism Dev Disord 50, 3081–3091 (2020). https://doi.org/10.1007/s10803-019-03985-3.
  • Noltemeyer, A., Palmer, K.*, James, A.G., & Wiechman, S.** (2018). School-wide Positive Behavioral Interventions and Supports (PBIS): A synthesis of existing research. International Journal of School & Educational Psychology, doi: 10.1080/21683603.2018.1425169.
  • Wasburn-Moses, L. (2020). Partnering with universities during a pandemic. Principal Leadership, 21(3), 46-49.Wasburn-Moses, L. (2021). Ethics in partnership in teacher education. Midwest Education Researcher, 33(1). Also recipient of 2020 Distinguished Paper Award.
  • Acevedo Espinal, S. M. (2020). “Effective Schooling” in the age of capital: Insights from advocacy anthropology, the anthropology of education, and critical disability studies [Special Issue : Disability Studies in Education—Critical Conversations ]. Canadian Journal of Disability Studies, 9(5), 265-301
  • Acevedo, S.M. &, Nusbaum, E. A. (2020). Autism, Neurodiversity, and Inclusive Education. In G. Noblit (Ed.). The Oxford Research Encyclopedia of Education. Oxford University Press https://doi.org/10.1093/acrefore/9780190264093.013.1260 

Books

Chapters

  • Noltemeyer, A., Meehan, C., Jordan, E., & Petrasek, M. (2021). Implementing statewide practices that promote student wellness and resilience (pp. 459-480). In P.J. Lazarus, S. Suldo, & B. Doll (Eds.), Fostering the emotional well-being of our youth: A school-based approach. Oxford University Press.
  • Acevedo, S. M. (in press). Neuroqueering Composition: Sensuous reflections on the inconclusive life of thoughts. In E. Donaldson, R. Savarese, & R. Yergeau (Eds.). Neurofutures. MLA.

Grants

  • Abbitt, J. T., & Watt, S. J. (2021). Enhancing and Expanding Partnership Models for Collaborative Recruitment and Retention of BIPOC Intervention Specialists. Awarded ($300,000) by Ohio Dean's Compact.
  • Wasburn-Moses, L. (2020). Miami Inclusive Licensure Partnership. Awarded ($34,467) by Ohio Deans Compact.