Conducting research is just the first of many steps.
To make research valuable, it must be vetted and applied. Listed below are noteworthy publications by our faculty, staff and students featuring their ongoing efforts to advance knowledge and discover solutions to the social challenges we face.
Publications prior to 2012 are posted here.
Dyson, N., Jordan, N.C., & Glutting, J. (2011) A number sense intervention for urban kindergarteners at risk for mathematics learning difficulties. Journal of Learning Disabilities.
- Kathleen Hipfner-Boucher, Adrian Pasquarella, Xi Chen & S. Hélène Deacon(2016) Cognate Awareness in French Immersion Students: Contributions to Grade 2 Reading Comprehension, Scientific Studies of Reading, 20:5, 389-400
Bear, G.G., Gaskins, C., Blank, J. & Chen, F.F. (2011). Delaware School Climate – Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49, 157-174.
Philippakos, Z.A., MacArthur, C. A., & Coker Jr, D.L. (2015) Developing strategic writers through genre instruction: Resources for grades 3-5. New York: Guilford Press.
Vukelich, C., Buell, .J., & Han, M. (2010) Early reading first graduates to kindergarten: Are achievement gains enduring? In M. McKenna, S. Walpone, & K. Conradi (Eds.) Promoting Early Reading: Research, Resources and Best Practices (pp. 232-248). New York, NY, Guilford Publications.
Tammy L. Hughes and Kathleen M. Minke (2015). Health service psychology internships in schools. Psychology in the Schools, special edition Volume 52, Issue 10, pg 1020–1031.
Beth Mineo, director CDS, along with members of the National Joint Committee for the Communication Needs of Persons with Severe Disabilities, authored an article that offers guidance on best practices in assessment and intervention for individuals with severe disabilities and communication needs. Includes a revised version of the NJC’s Communication Bill of Rights.
Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention. American Journal on Intellectual and Developmental Disabilities: March 2016, Vol. 121, No. 2, pp. 121-138.
Buck, G. A., Beeman-Cadwallader, N., & Trauth-Nare, A. (2015). Examining the levels of reasoning used by urban elementary Black girls engaging in technology-enhanced inquiry. In M. Urban & D. Falvo, Eds., Improving K-12 STEM education outcomes through technological integration (pp. 86-107). Hershey, PA: IGI-Global Publishers. doi: 10.4018/978-1-4666-9616-7
K. Hirsh-Pasek, L. B. Adamson, R. Bakeman, M. T. Owen, and R. M. Golinkoff. The Contribution of Early Communication Quality to Low-Income Children’s Language Success. Psychological Science July 2015 vol. 26 no. 7 1071-1083.