Joanna O. Masingila, Dana Olanoff, Patrick M. Kimani. (2018). “Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving.” Journal of Mathematics Teacher Education, 21(5), p 429-450.
Yanhong Liu & Hazler, R. J. (2017). Variables associated with indiscriminate friendliness displayed by Chinese adoptees in U.S. Families. The Family Journal, 25(4), 1-9. doi:10.1177/1066480717731345.
Dotger, Benjamin, Dotger, Sharon, Masingila, Joanna O., Rozelle, Jeffrey, Bearkland, Mary, & Binnert, Ashley (2017). The right “fit”: Exploring science teacher candidates’ approaches to natural selection within a clinical simulation. Research in Science Education, 48(3), 637-661.
Kara Jackson, Lyndsey Gibbons, & Charlotte Sharpe. (2017). Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform. Teacher’s College Record.
Yanhong Liu, Li, D., & Xu, Y (2017). Indiscriminate friendliness in children adopted from China to the U.S.: A mixed methods study. The Professional Counselor, 7(3), 208-222. doi: 10.15241/yl.7.3.208.
Yanhong Liu & Hazler, R. J. (2017). Predictors of attachment security in children adopted from China by U.S. families: Implication for professional counsellors. Asia Pacific Journal of Counselling and Psychotherapy, 8(2), 115-130. doi: 10.1080/21507686.2017.1342675
Xie, Jinxia, & Masingila, Joanna O. (2017). Examining interactions between problem posing and problem solving with prospective primary teachers: A case of using fractions. Educational Studies in Mathematics, 96(1), 101-118.
Sophia M. Ndethiu, Joanna O. Masingila, Marguerite K. Miheso-O’Connor, David W. Khatete, Katie L. Heath. (2017). “Kenyan Secondary Teachers’ and Principals’ Perspectives and Strategies on Teaching and Learning with Large Classes.” African Education Review, 14(1), p 58-86.
Xu, Y., Yanhong Liu, Chen, T., Shao, W., & Fu, Z. (2017). A longitudinal analysis of environment and risk of obesity in the U.S. geographical research. Journal of Geoscience and Environment Protection, 5(9), 204-220. doi: 10.4236/gep.2017.59015
Michael Gill, Nirmala Erevelles. “The Absent Presence of Elsie Lacks: Hauntings at the Intersection of Race, Class, Gender and Disability.” Special issue of African American Review on Blackness and Disability. 50(2) 2017:123-137.
Marcelle Haddix. (2017). Diversifying teaching and teacher education: Beyond rhetoric and toward real change. Journal of Literacy Research, 49(1), 141-149.
Columna, L., Michael Norris, Llanio, A., & Wright, B. (2016). Physical Activity and Under-Served Populations: Student Experiences Regarding Physical Activity Among Children With Visual Impairments. SHAPE America National Conference. Minneapolis, Minnesota.
P. Cobb, K. Jackson, & Charlotte Dunlap (Sharpe). (2016). Conducting design studies to investigate and support mathematics students’ and teachers’ learning. In J. Cai (Ed.), Compendium for Research in Mathematics Education. Reston, VA: National Council of Teachers of Mathematics.
DisCrit: Disability Studies and Critical Race Theory in Education. David J. Connor, Beth Ferri, and Subini Annamma, Editors. 2016, Teachers College Press.
The Early Years: Foundations for Best Practice with Special Children and Their Families. Gail Ensher and David A. Clark. 2016, Zero to Three.
Nicole Fonger, Ellis, A., Dogan, M. F. (2016). “Students’ conceptions supporting their symbolization and meaning of function rules.” In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 156-163). Tucson, AZ: University of Arizona.
Columna, L., Michael Norris, Llanio, A., & Wright, B. (2016). Physical Activity Experiences of Parents of Children with Visual Impairments. SHAPE America National Conference-Minneapolis, Minnesota.
Ryndak, D., Jackson, L., & White, Julia. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive education research and implications for the future. Inclusion, 1(1), 28-49.
Enacting Change From Within: Disability Studies Meets Teaching and Teacher Education. Christy Ashby, Meghan Cosier. 2016, Peter Lang
Includes “Reimagining Response to Intervention (RTI) from a DSE Perspective” by Beth Ferri
Silliman, E. & Louise Wilkinson. (2016). Challenges of the academic language register for students with language learning disabilities. In Bahr, R., & Silliman, E. (eds.) Routledge handbook of communication disorders. New York & Oxford: Routledge Taylor Francis.
Columna, L., Dillon, S., Michael Norris, Russo, N., Beth Myers, Christine Ashby, Barreira, T., Heffernan, K. (2016). The Role of Interdisciplinary Interventions for Children with Disabilities: Physical Activity Programs for Children with Autism. Presented at the National Federation of Adapted Physical Activity, Alberta, Canada.
Columna, L., Dillon, S., Michael Norris ,Toole, K., C., Barreira, T., Heffernan, K. (2016). Physical activity experiences among families of children with visual impairment and blindness. Presented at the National Federation of Adapted Physical Activity Alberta, Canada.
Michael Gill. “Refusing Chromosomal Pairing: Inclusion, Disabled Masculinity, Sexuality, and Intimacy in Yo, tambien (2009).” In Fraser, B. Cultures of Representation: Disability in World Cinema Contexts. Wallflower Press / Columbia University Press, 2016.
Disability, Human Rights and the Limits of Humanitarianism. Edited by Michael Gill and Cathy Schlund-Vials. 2014, Farnham: Ashgate Publishing. Paperback reprint 2016, Routledge. Includes “Protesting ‘The Hardest Hit’: Disability Activism and the Limits of Human Rights and Humanitarianism” by Michael Gill and with Cathy-Schlund-Vials.
“Experiencing Brazilian Music Through the Rhythms of Maracatu and Samba” by Elisa Dekaneyand Josh Dekaney. In Teaching General Music: A K-12 Experience, Edited by Nicole Robinson, Suzanne Hall, and Fred Spano. 2016, Kendall Hunt Publishing.
Cultivating Racial and Linguistic Diversity in Literacy Teacher Education. Marcelle Haddix. 2016, Routledge.
“Issues in Learning Technology Competences for Designers, Instructors and Online Learners” by F. Grabowski, M. Beaudoin, and Tiffany Koszalka. In Handbook of Learning Technology, Edited by N. Rushby and D. Surry. 2016, Wiley Publications.
Chandler-Olcott, Kelly, Doerr, Helen M., Hinchman, Kathleen A., & Masingila, Joanna O. (2015). Bypass, augment, or integrate: How secondary mathematics teachers address the literacy demands of standards-based curriculum materials. Journal of Literacy Research, 47, 439-472.
“Rethinking Relevance in Art Education: Paradigm Shifts and Policy Problematics in the Wake of the Information Age” by James Haywood Rolling, Jr. In What’s Next? Art Education, Edited by T. Meyer and G. Kolb; 2015, Kopaed.
Intergroup Dialogue: Engaging Difference, Social Identities and Social Justice. Edited by Ximena Zuniga, Gretchen Lopez, Kristie A. Ford. 2015, Routeledge.