Research: Behavioral Sciences and Education

  • Teaching the writing and illustration of hero/journey/adventure tales
  • Issues in children’s literature
  • Ammon, R. (Fall 1993). Writing and Illustrating Folktales. The ALAN Review.
  • Tunnell, M. and Ammon, R. (1993). The story of ourselves: Teaching history through children's literature. Portsmouth, NH: Heinemann.
  • Ammon, R. and Weigard, D. (1993). A look at other trade book topics and genres.The story of ourselves: Teaching history through children's literature. M Tunnell and R. Ammon, editors. Portsmouth, NY: Heinemann.
  • Ammon, R. (1996). An Amish Christmas. Illustrated by Pamela Patrick. Atheneum.
  • Political empowerment and activism
  • Feminism and social change
  • Culley, M.R. & Angelique, H. (in press). Nuclear renaissance or relapse: Global climate change, community narratives and long-term activists at Three Mile Island. American Journal of Community Psychology.
  • Culley, M.R. & Angelique, H. (in press). The role of community psychologists in global climate change: A tale of two nuclear cities. American Journal of Community Psychology: Special Issue: Global Climate Change.
  • Quimby, C. C. & Angelique, H. (in press). Barriers to behavior changes related to global climate change. American Journal of Community Psychology: Special Issue: Global Climate Change.
  • Cunningham, K. & Angelique, H. (2010). Meltdown of the public interest and the need for an engaged public sphere: A critical (re-) interpretation of the nuclear accident at Three Mile Island. Humanity & Society, 34 (1) 64-89.
  • Angelique, H. (2008).  On power, psycho-political validity and “play.” Journal of Community Psychology, 36(2) 246-253.
  • Angelique, H. & Culley, M. R. (2007). History and theory of community psychology:  An international perspective of community psychology in the United States: Returning to Political, Critical and Ecological Roots.  In S. Reich, M. Riemer, I. Prilleltensky & M. Montero (Eds.) History and Theories of Community Psychology from Around the World. 37-62.  New York: Kluwer Academic Press/Springer.
  • Angelique, H. & Cunningham, K. (2006). Media framing of dissent: The case of initial anti-nuclear protests following the Three Mile Island accident, The Australian Community Psychologist, 18(2) 42-57.
  • Mercuri, A. & Angelique, H. ( 2004). Children’s responses to natural and technological disasters. Community Mental Health Journal, 20(2) 167-175.
  • Angelique, H. & Culley, M. R. (2003). Feminism found: An examination of gender consciousness in community psychology. Journal of Community Psychology, 31(3) 189-210.
  • Culley, M.R. & Angelique, H. (2003). Women’s gendered experiences as long-term Three Mile Island activists. Gender & Society, 17(3) 445-461.
  • Angelique, H., Reischl, T.M., & Davidson, W.S. (2002). Promoting political empowerment: Evaluation of an intervention with university students. American Journal of Community Psychology, 30(6) 815-833.
  • Kyle, K., & Angelique, H. (2002). Tragedy and catharsis in the wake of 911 attacks. Journal of Community and Applied Social Psychology, 12, 1-6.
  • Angelique, H. & Kyle, K. (2002). Monterey declaration of critical community psychology. The Community Psychologist, A Publication of the Society for Community Research and Action, Division 27 of the American Psychological Association. 35(1), 35-36.
  • Angelique, H. & Culley, M. R. (2001).Searching for feminism: An analysis of community psychology literature relevant to women’s concerns. American Journal of Community Psychology, 28(6), 793-813.
  • Mathematical Modeling Education
  • Mathematical Knowledge for Teaching
  • Teacher Professional Development in Mathematical Modeling and Statistics in Early Grades
  • Quantitative and Statistical Reasoning
  • African History & Culture
  • Social Studies Education
  • Multicultural/Global Education
  • Curriculum & Instruction
  •  Asimeng-Boahene, L. (2010). Educational wisdom of African oral literature: African proverbs as vehicles for enhancing critical thinking skills in social studies education. International Journal of Pedagogies and Learning, 5(3), 59-69
  • Asimeng-Boahene, L & Marinak, B. A. (2010) Well- Chosen Words: Thinking critically about African proverbs. Social Studies and the Young Learner. 23(1), P1-P4
  • Asimeng-Boahene, L (2007). "Creating Strategies to Deal with Problems of Teaching Controversial Issues in Social Studies Education in African Schools" International Education, 18(3), 231-242
  • Rachel Grant & Asimeng-Boahene, L (2006) "Culturally Responsive Pedagogy in Citizenship Education: Using African Proverbs as Tools for Teaching in Urban Schools in the United States" Multicultural Perspectives, 8(4), 17-24.
  • Asimeng-Boahene, L (2005) "Gender Inequity in Science and Mathematics Education in Africa: The Causes, Consequences and Solutions" Education, Vol. 126, No. 4, PP. 711-728
  • Asimeng-Boahene, L (Fall/Winter 2005/2006) “The Transmission Approach and the Use of Community Resources to the Teaching of Social Studies in Africa: The Case of Botswana.” Journal of the Middle States Council for the Social Studies, Vol. 1, No. 2, PP. 30-40
  • Asimeng-Boahene, L (2004) “The Prospects and Problems of African Social Studies Teachers as Action Researchers: A Spotlight on Ghana.” Educational Action Research, Vol. 12, No. 2, PP. 273-285.
  • Asimeng-Boahene, L & Klein, Ana M (Fall 2004) “Is the Diversity Issue a Non-Issue in Mainstream Academia?” Multicultural Education, Vol. 12, No. 1, PP. 47-52.
  • Asimeng-Boahene, L (Fall/Winter 2003/2004) “From the Periphery to Prominence: Four Decades of Social Studies Education in Africa, with a Focus on Ghana.” Journal of the Middle States Council for the Social Studies, Vol. 1, No.1, PP. 58-66
  • Asimeng-Boahene, L (March/April 2003) “Understanding and Preventing Burnout among Social Studies Teachers in Africa.” The Social Studies, Vol. 94, No. 2, PP. 58-62.
  • Adeyemi, M. B. & Asimeng-Boahene, L. (March 2001) “Democracy and Social Studies Education at the Junior Secondary Level in Botswana” Pastoral Care in Education, Vol. 19,
  • Prison Education
  • Psychology of Religion and Spirituality in Families, Couples, and for Individuals (Interpersonal Spirituality and Intrapersonal Spirituality)
  • Parent-Child Relationships and Relationship Quality
  • Cognitive Behavioral Therapy with Children and Adolescents
  • Positive Psychology (Well-being, Meaning, Resiliency) and Intrapersonal Outcomes

Psychology of Religion and Spirituality in Family Relationships:

  • Brelsford, G. M., Ramirez, J., Veneman, K, & Doheny, K. (in press). Sacred spaces: Religious and secular coping and family relationships in the neonatal intensive care unit. Advances in Neonatal Care.
  • Brelsford, G. M., & Doheny, K. (2016). Religious and spiritual journeys: Brief reflections from mothers and fathers in the neonatal intensive care unit (NICU). Pastoral Psychology, 65(1), 79-87.
  • Brelsford, G. M., & Righi, S. (2015). Grateful and sanctified: Exploring the parent-child context. Journal of Family Issues, 36(12), 1575-1594.
  • Brelsford, G. M., & Farris, J. R. (2014). Religion and spirituality: A source of renewal for families. In Wicks & Maynard (Eds.), Clinician's Guide to Self-Renewal: Essential Advice from the Field. Hoboken, NJ: Wiley & Sons.
  • Brelsford, G. M. (2013). Spiritual disclosure and sanctification in parent-child relationships: Implications for family relationship quality. Journal of Family Psychology, 27(4), 639-649.
  • Brelsford, G. M. (2011). Theistic mediation and triangulation in father-child relationships. Psychology of Religion and Spirituality, 3(4), 285-297.
  • Brelsford, G. M. (2010). Interpersonal spirituality between college students and fathers. Research in the Social Scientific Study of Religion, 21, 27-48.
  • Brelsford, G. M., & Mahoney, A. (2009). Relying on God to resolve conflict: Theistic mediation and triangulation in relationships between college students and mothers. Journal of Psychology and Christianity, 28(4), 291-301.
  • Brelsford, G. M., & Mahoney, A. (2008). Spiritual disclosure between older adolescents and their mothers. Journal of Family Psychology Journal of Family Psychology, 22(1), 62-70.

Religious Coping, Spirituality, and Meaning Making:

  • Brelsford, G. M., Mondell, L. A., Raldiris, T., & Ramirez, J. (2015). Stress and negative religious coping in a community sample. Journal of Psychology and Christianity, 34(2), 141-154.
  • Brelsford, G. M., Fulmer, M. E., Harrison, M., & Xu, X. (2014). Religious coping and gratitude in emerging adulthood. Research in the Social Scientific Study of Religion, 25(1), 32-52.
  • Brelsford, G. M., Marinelli, S., Ciarrocchi, J. W., & Dy-Liacco, G. S. (2009). Generativity and spiritual disclosure in close relationships. Psychology of Religion and Spirituality, 1, 150-161.

Cognitive-Behavioral Therapy with a Spiritual Component for Adolescents and Families:

  • Brelsford, G. M., & Ciarrocchi, J. W. (2013). Spiritual disclosure and ego-resiliency: Validating spiritual competencies. Counseling & Values, 58(2), 130-141.
  • Friedberg, R., & Brelsford, G. M. (2013). Training methods and processes in cognitive behavioral therapy: Tradition and invention. Journal of Cognitive Psychotherapy, 27(1), 19-29.
  • Brelsford, G. M., & Friedberg, R. (2011). Religious and spiritual issues: Family therapy approaches with military families coping with deployment. Journal of Contemporary Psychotherapy, 41(4), 255-262.
  • Friedberg, R. D., & Brelsford, G. M. (2011). Core principles in cognitive therapy with youth. Child and Adolescent Psychiatric Clinics of North America, 20(2), 369-378.
  • Friedberg, R., & Brelsford, G. M. (2011). Using cognitive behavioral interventions to help children cope with parental military deployments. Journal of Contemporary Psychotherapy, 41(4), 229-236.
  • Transformational Learning
  • Religion/Spiritually in Cultural Context
  • Cross-Cultural Communication
  • Tisdell, E.J., Brown-Haywood, F., Charaniya, N., & West Welsh, J. (2011), The intersecting roles of religion, culture, and spirituality in feminist popular education in a Post 9-11 US Context; Book chapter in Feminist Popular Education in Transnational Debates: Building Pedagogies of Possibility
  • Charaniya, N., Brown-Haywood, F., West-Welsh, J and Tisdell, E.J., (2010), The intersecting roles of religion, culture and spirituality in emancipatory adult education. Theory Development proposal accepted at the Adult Education Research Conference.
  • Stuckey, H., Tisdell, E., & Brown-Haywood, F. (2005), The living colors of transformation in education: multidimensional and cultural perspectives. Presented at the Sixth International Transformative Learning Conference.  East Lansing, MI: Michigan State University.
  • Stuckey, H., Brown-Haywood, F. & Tisdell, E. (2005). The living colors of education: multidimensional and cultural perspectives. Proceedings of the Pennsylvania Adult Education Research Conference (pp. 26-31). Harrisburg, PA: Penn State Harrisburg.
  • Ross-Gordon, J. & Brown-Haywood, F. (2000). Keys to college success: As seen through the eyes of African American adult students. The Journal of Continuing Higher Education, Vol. 48, No.3.
  • Brown-Haywood, F. (2000). Making meaning of leadership: Looking through the eyes of black protestant male pastors. Proceedings of the Adult Education Research Conference, Harrisburg, PA: Penn State Harrisburg.
  • Brown-Haywood, F. (1998). The essence of leadership: Looking through the eyes of black protestant pastors. Doctoral Dissertation. Harrisburg, PA: Penn State University
  • Ross- Gordon, J. & Brown-Haywood, F. (1996). Ingredients for college success: Looking through the eyes of African American adults. Proceedings of the Adult Education Research Conference. Gainesville, FL: University of Florida.
  • Preeclampsia and long term cardiovascular risk in women
  • Integration of Technology in the Instructional Setting
  • Elementary Mathematics and the integration of Mathematics into all curricular areas
  • Educational Leadership
  • Content area reading
  • School reform issues
  • The use of technology in different learning environments
  • The recruitment and retention of a diverse teaching force

Holistic Health

  • English as a Second Language
  • Transformative Learning
  • Diversity and Equity
  • Social Justice in Education
  • Teacher Preparation
  • Sprow Forté, K. & Meister, D. G. (August, 2015). Building Support for English Language Learners: Strategies for Creating a School Culture of Academic Success. Research Brief 8. Camp Hill, PA: Center for Schools and Communities.
  • Sprow Forté, K., & Blouin, D. (2016). Fostering transformative learning in an online ESL professional development program for K-12 teachers. The Qualitative Report, (21)4, 781-797.
  • Sprow Forté, K., Taylor, E. W., & Tisdell, E. J. (Eds.) (2014). Financial Literacy and Adult Education, New Directions in Adult and Continuing Education. San Francisco: Jossey-Bass.
  • Sprow Forté, K. (2012). Educating Latinas for financial literacy: A case study with a sociocultural lens. Adult Education Quarterly, 63(3), 215-235.
  • Sprow, K. (2008). Spirituality with poetic assistance. Adult Learning, 17(1-4), 7-10.
  • Development and remedial reading
  • Fortner, B.H. and Henk, W.A. (1991). Effects of issue-related attitude on readers' comprehension and judgements of unbiased text. Reading Research and Instruction, 30 (2): 1-16.
  • Henk, W.A. and Holmes, B.C. (1988). The effect of content related attitude on the comprehension and retention of expository text. Reading Psychology, 9 (3): 203-225.
  • Holmes, B.C. (1987). Five ways to assess readers' prior knowledge. The Reading Teacher, 40 (7): 646-649.
  • Nicholson, K. and Fortner, B.H. (October 1993). Teacher education program for developing future teachers' cognitive and metacognitive awareness. Paper presented at annual meeting of the Northeastern Educational Research Association, Ellenville, New York.
  • Race/ethnicity 
  • Gender and
  • Class, particularly in relation to the immigrant experience
  • Early Childhood Workforce Development
  • Learning Transfer
  • Organizational and Personal Change Theory
  • Collins, K. C. & Griess, C.J. (2011). It's all in the game: Designing and playing board games to foster communication and social skills. Young Children 66(2), 12-19.
  • Griess, C. J. (2014). Teachers becoming students: Tips for returning to school to earn an early childhood credential or degree. Young Children 69(3) 56-59.
  • Griess, C. J. & Keat, J. B. (2014). Practice what you preach: differentiating instruction and assessment in a higher education classroom as a model of effective pedagogy for early childhood education teacher education candidates. Journal of Early Childhood Teacher Education 35(1) 98-109.
  • The evolutionary origins of human behavior, including sexuality, mate-choice, and social behavior
  • Harrison, M.A., Becker, M.A., & Janze, M.F. (in press). “Heck with the flowers and candy—I just want sex!” Women’s and men’s agreement and disagreement about romance. Evolutionary Behavioral Sciences.
  • Hughes, S. M., Mogilski, J., & Harrison, M.A. (2014). The perception and parameters of intentional voice manipulation. Journal of Non-Verbal Behavior Springer, 38(1), 107-127.
  • Flaherty, C., Brothers, A., Hoffer, D., Harrison, M., Yang, C., Legro, R., & Simmons, Z. (2013). VALUES: a national multicenter study demonstrating gender differences in amyotrophic lateral sclerosis with behavioral impairment. Neurodegenerative Disease Management: Future Medicine, 3(6), 515-524.
  • Hughes, S. M., & Harrison, M.A. (2013). I like my voice better: Self-enhancement bias in vocal attractiveness ratings. Perception, 42, 941-949.
  • Harrison, M.A.Hughes, S. M., Jones, K., & LeFevre, A. J. (2013). Self-reports of nipple erection in emotional and non-sexual somatic contexts. The Psychological Record, 63, 489-500.
  • Harrison, M.A.& Gilmore, A. L. (2012). U txt WHEN? College students' social uses of text messaging. The Social Science Journal, 49, 513-518.
  • Harrison, M.A., & McFalls, A. J. (2012). A primal reaction to fetid feet: A brief report. Human Ethology Bulletin, 27(3), 8-13.
  • Harrison, M.A., & Shortall, J. C. (2011). Women and men in love: Who really feels it and says it first? The Journal of Social Psychology Taylor & Francis, 151(6).
  • Harrison, M., Shortall, J. C., Dispenza, F., & Gallup, G. G. (2011). You must have been a beautiful baby: Ratings of infant attractiveness fail to predict ratings of adult attractiveness. Infant Behavior and Development, 34, 610-616.
  • Harrison, M.A.(2011). College students’ prevalence and perceptions of text messaging while driving. Accident Analysis and Prevention, 43, 1516-1520.
  • Harrison, M.A.(2010). An exploratory study of the relationship between second toe length and androgen-linked behaviors. Journal of Social, Evolutionary, and Cultural Psychology, 4(4), 241-253.
  • Harrison, M.A., & Bowers, T. (2010). Autogenic massacre as a maladaptive response to status threat. Journal of Forensic Psychiatry and Psychology, 21(6), 916-932.
  • Group-oriented contingencies
  • Token reinforcement
  • Behavioral economics
  • Assessment and treatment of problem behavior
  • Brain-based Learning
  • Multiple Intelligences
  • Learning Styles
  • Self regulation in the early years
  • Assessment and integrated curriculum in classrooms for young children
  • Teacher as researcher and narrative inquiry
  • Motivations of high risk health behaviors in college students
  • Drug and alcohol use/abuse
  • Implementation of wellness programs
  • Therapeutic recreation activities in an elderly population
  • Kensinger, W.S., Woolsey, C., Divin, A.L., & Tapps, T. (2013). College student motivational determinants for combining alcohol and energy drinks: Early identification could be the key. Drugs: Education, Prevention and Policy (In Press).
  • Woolsey, C., Barnes, L., Jacobson, B., Kensinger, W.S., Niels, C.B., & Resnik, A. (2013). Frequency of energy drink use predicts prescription stimulant misuse. Journal of Substance Abuse (In Press).
  • Woolsey, C.L., Mannion, J., Williams, R.W., Steffen, W., Aruguete, M., Evans, M.W., Spradley, B., Jacobson, B.H., Edwards, W.W., Kensinger, W.S., & Beck, N.C. (2013) Understanding emotional binge eating. The Sport Journal, 16, ISSN: 1543-9518 (online).
  • Kensinger, W.S., Tapps, T., & Luquis, R. L. (2013). Assessing employee interest in wellness programs at colleges and universities. The Journal of the Oklahoma Association for Health, Physical Education, Recreation and Dance, 50(1), 63-74.
  • Kensinger, W.S. & Divin, A.L. (2013). Perceived positive reinforcements experienced by college students when combining alcohol and energy drinks. Journal of Alcoholism and Drug Dependence 1(110). doi:10.4172/jaldd.1000110
  • Tapps, T., Passmore, T., Lindenmeier, D., & Kensinger, W. S. (2012). High school physical education students and service-learning in the community. The Journal of the Oklahoma Association for Health, Physical Education, Recreation and Dance, 48(3), 21-23.
  • Family Studies
  • Drama In Education
  • Adult Learning
  • Critical pedagogy
  • Counter-learning under oppression
  • Critical technology

Book Chapters:

Journal Articles:

  • Kucukaydin, I., & Cranton, P. (2013). Critically questioning the integration of Jungian psychic structures in transformative learning theory. Adult education Quarterly vol 63. No.1 pp. 43-56
  • Kucukaydin, I. & Cranton, P. (2012). Participatory learning in formal Adult education context. International Journal of Adult Vocational Education and Technology,3(1), International Journal of Adult Vocational Education and Technology
  • Kucukaydin, I. (in press). Unbearable lightness of being too nice to question. The International Journal of Critical Pedagogy.
  • Kucukaydin, I. (2010). Counter learning under oppression. Adult Education Quarterly, 60(3), pp. 215-232 
  • Kucukaydin, I. (2008). Book Review: Clover and Stalker’s “The Arts and Social Justice: Re-crafting Adult Education and Community Cultural Leadership”. Adult Education Quarterly (59)1.
  • Kucukaydin, I. (2008). Counter learning under oppression. (Doctoral dissertation, Penn State University Harrisburg, 2008)
  • Kucukaydin, I., & Tisdell, E. J. (2008). The discourse on the digital divide: Are we being co-opted? UCLA Journal of Education and Information Studies, vol. 4, Issue 1, Article 6 http://repositories.cdlib.org/gseis/interactions/vol4/iss1/art6
  • Kucukaydin, I. (Spring, 2008). Meeting Dr. Stephan Brookfield. Adult Education Times Newsletter, p. 5.
  • Lear, B. (2016). Nineteenth Century Middle Class Women as Economic Beings: The Early Life and Career of Hannah Packard James, Newton Librarian. Historical Journal of Massachusetts, 44(2), 88-111.
  • Lear, B. (50%), & Schmit, K. M. (2015). Frog and Toad Make Friends: Cooperative Development of PreK-12 Collections at a Multicampus University. College & Research Libraries News, 76(10), 534-543.
  • Lear, B. (2015). Libraries and Reading Culture at the Carlisle Indian Industrial School, 1879-1918. Book History, 18, 166-196.
  • Lear, B. (2014). Pennsylvania Public Libraries and the Great Flood of 1936: Dark Clouds and Silver Linings. Pennsylvania Libraries: Research & Practice, 2(2). http://dx.doi.org/10.5195/palrap.2014.70.
  • Lear, B. (Secondary Author, 50%), & Mulliken, A. J. (2013). Students with Disabilities in Library Instruction In Patrick Ragains (Ed.), Information Literacy Instruction That Works:  A Guide to Teaching by Discipline and Student Population. (2nd ed.), (pp. 65-86). Chicago, IL: American Library Association. Invited.
  • Lear, B. (2013). A State Library Transformed: Pennsylvania, 1878-1921. Information & Culture: A Journal of History, 48(1), 26-49. http://dx.doi.org/10.1353/lac.2013.0001.
  • Martin, R., & Lear, B. (Co-Author, 50%) (2013). Introduction. Information & Culture: A Journal of History, 48(1), 1-7. Invited. http://dx.doi.org/10.1353/lac.2013.0007.  Introduction to journal special issue on the history of state libraries.
  • Lear, B. (2012). New Journals in Education and Psychology: General Trends, Discoverability, and Ubiquitous Journals of the Decade, 2000-2009. College & Research Libraries, 73(3), 233-262. http://crl.acrl.org/content/early/2011/07/21/crl-243.short.  
  • Lear, B. (2011). Yankee Librarian in the Diamond City: Hannah Packard James, the Osterhout Free Library of Wilkes-Barre, and the Public Library Movement in Pennsylvania. Pennsylvania History: A Journal of Mid-Atlantic Studies, 78(2), 123-62. http://dx.doi.org/10.1353/pnh.2011.0018.   
  • Lear, B. (2009). Were Tom and Huck On-Shelf?: Public Libraries, Mark Twain, and the Formation of Accessible Canons, 1869-1910. Nineteenth-Century Literature, 64(2), 189-224. http://dx.doi.org/10.1525/ncl.2009.64.2.189.
  • Lear, B. (Primary Author, 60%), Strnad, B., Fabbi, J., Hodges, A. R., Flint, W., & Smith, J. (2009). Directory of Curriculum Materials Centers (6th, 144 pp). Chicago, IL: Association of College and Research Libraries.
  • Lear, B. (2009). Recent Approaches in Contemporary Amish Youth Studies: A Book Review Essay. Der Reggeboge (The Rainbow): The Journal of the Pennsylvania German Society, 43(2), 49-53.
  • Lear, B. (2009). We Are The Difference: Libraries, History, and Helping Customers. Public Libraries, 48(6), 9-11.
  • Lear, B. (2008). Wishing They Were There: Old Postcards and Library History. Libraries & the Cultural Record, 43(1), 77-101.
  • Lear, B. (2006). ’Tis Better to be Brief than Tedious’?: The Evolution of the American Public Library Annual Report, 1876–2004. Libraries & the Cultural Record, 41(4), 462-486.
  • Lear, B. (2007). The Zen of Serving on Thesis Committees: Being a Midwife for New Scholarship. College & Research Libraries News, 68(10), 632-635.
  • Lear, B. (2006). Book History in Scarlet Letters: The Beginning and Growth of a College Yearbook during the Gilded Age. Book History(9), 179-212. http://dx.doi.org/10.1353/bh.2006.0008.
  • Lear, B. (2005). The Hippest History. Library Journal, 130(9), 52-53. Discusses the importance of researching, using, and promoting library history.
  • Philosophy of social science
  • Teaching sociology
  • Sociobiology
  • Human Resources Development
  • Organization Development
  • Staff Training and Development
  • Performance Analysis
  • Adult Learning
  • Evaluation of health education/promotion programs
  • Community health education/promotion
  • Multicultural Health
  • Sexuality
  • Perez, M. & Luquis R. (Eds.) (in press). Cultural Competence in Health Education and Health Promotion. San Francisco: Jossey Bass.
  • Luquis, R. & Pérez, M. (2006). Cultural competency among school health educators. Journal of Cultural Diversity, 13(4), 218-222.
  • Luquis, R., Pérez, M., & Young K. (2006). Cultural competence development in health education professional preparation programs. American Journal of Health Education, 37(4), 233-241.
  • Luquis, R., & Villanueva, I. (2006). Knowledge, attitudes, and perceptions about breast cancer and breast cancer screening among Hispanic women residing in south central Pennsylvania. Journal of Community Health, 31(1), 25-42.
  • Luquis R. & Pérez, M. (2005). Health Educators and Cultural Competence: Implications for the Profession. American Journal of Health Studies, 20(3/4), 156-163.
  • Pérez, M., Luquis, R., & Allison, L. (2004). Instrument development for measuring teachers� attitude and comfort in teaching human sexuality. American Journal of Health Education, 35(1), 24-29.
  • Melnick, S.A., & Witmer, J.T. (Submitted for review). Team-based professional development: A new model for professional growth. Action in Teacher Education.
  • Meister, D., Willard-Holt, C., Owens, C., Grant, R., Gustafson, D. & Melnick, S. (Submitted for review). Alternative Assessment Practices in Teacher Education Courses. Teacher Education.
  • Melnick, S.A., (1999). Quality Control of Home Schooling. A Publication of the Pennsylvania State Data Center.
  • Meister, D.G., Gustafson, D., Melnick, S.A., Owens, C.V., & Willard-Holt, C. (November 1, 2001). Alternative assessment practices in teacher education classes. Paper presented at the annual meeting of the Pennsylvania Association of Colleges of Teacher Education (PAC-TE), Grantville, PA.
  • Meister, D., Willard-Holt, C., Owens, C., Grant, R., Gustafson, D., & Melnick, S. (February 20, 2001). Modeling best practices in assessment in teacher education. Paper presented at the annual meeting of the Association of Teacher Educators, New Orleans, Louisiana.
  • Willard-Holt, C., Gustafson, D., Grant, R., Meister, D., Owens, C., & Melnick, S. (April 14, 2001). Modeling exemplary assessment techniques in higher education. Paper presented at the annual meeting of the American Educational Research Association, Seattle, Washington.
  • Coyle, H. E. & Melnick, S. A. (November 20, 2000). Linking Social Skills-Based Instrumentation with Selection of School Violence Prevention Curriculum. Paper presented at the annual meeting of the Pennsylvania Educational Research Association, Hershey, PA, November 20, 2000.
  • Melnick, S. A. & Coyle, H. E. (April, 2000). Validation of a School Violence Prevention Instrument. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April 25, 2000. (ERIC Document No. 441 023).
  • Hollich, G., Zaenglein, J., & Melnick, S.A. (March, 2000). Curriculum on Demand. Presentation at the annual meeting of the Association for Supervision and Curriculum Development, New Orleans, LA, March 26, 2000.
  • Melnick, S. A. & Coyle, H. E. (February, 2000). School Violence: Matching Needs with Appropriate Curriculum. Paper presented at the annual meeting of the Eastern Educational Research Association, Tampa, FL, February 17, 2000.
  • Grief and bereavement
  • Post-traumatic stress disorder
  • Psychotherapy outcomes
  • Disordered eating
  • Weight management
  • Obesity
  • Behavioral medicine
  • Suicidality
  • Fink-Miller, E., & Rigby, A. (in press). The utility of the Weight and Lifestyle Inventory (WALI) in predicting 2-year weight loss after bariatric surgery. Obesity Surgery. 
  • Rigby, A., Fink-Miller, E., & Isaiah, J. (in press). Preoperative risk factors for suicide in candidates for weight loss surgery. Bariatric Surgical Practice and Patient Care.
  • Fink-Miller, E.L. (2015). Provocative work experiences predict the acquired capability for suicide in physicians. Psychiatry Research, 229(1-2), 143-147.
  • Fink-Miller, E.L. (2015). An examination of the Interpersonal Psychological Theory of Suicidal Behavior in physicians. Suicide and Life-Threatening Behavior,45(4), 488-494.
  • Fink-Miller, E.L., Long, D.M., & Gross, R.T. (2014). Comparing chronic pain treatment seekers in primary care versus tertiary care settings. Journal of the American Board of Family Medicine, 27, 594-601.
  • Fink, E.L., Bodell, L.P., Smith, A.R., & Joiner, T.E. (2013). The joint influence of disordered eating and anxiety sensitivity on the acquired capability for suicide. Cognitive Therapy and Research, 37, 934-940.
  • Smith, A.R., Fink, E.L., Anestis, M.D., Ribeiro, J., Gordon, K.H., Davis, H., Keel, P.K., Bardone-Cone, A.M., Peterson, C.M., Klein, M.H., Crow, S., Mitchell, J.E., Crosby, R.D., Wonderlich, S.A., le Grange, D., & Joiner, T.E. (2013). Exercise caution: over-exercise is associated with suicidality in bulimia nervosa. Psychiatry Research, 206(2-3), 246-255.
  • Anestis, M.D., Fink, E.L., Bender, T.W., Selby, E.A., Smith, A.R., Witte, T.K., & Joiner, T.E. (2012). Re-considering the association between negative urgency and suicidality. Personality and Mental Health, 6(2), 138-146.
  • Fink, E.L., Anestis, M.D., Selby, E.A., & Joiner, T.E. (2010). Negative urgency fully mediates the relationship between alexithymia and dysregulated behaviors. Personality and Mental Health, 4(4), 284-293.
  • Fink, E.L., Smith, A.R., Holm-Denoma, J.M., Gordon, K.H., & Joiner, T.E. (2009). Psychological correlates of purging disorder as compared to other eating disorders: an exploratory investigation. International Journal of Eating Disorders, 42(1), 31-39.
  • Anestis, M., Fink, E., Smith, A., & Joiner, T. (2009). Dysregulated eating and distress: examining the specific role of urgency in a clinical sample. Cognitive Therapy and Research, 33(4), 390-397.
  • Witte, T., Timmons, K., Fink, E., Smith, A., & Joiner, T. (2009). Do major depressive disorder and dysthymic disorder confer differential risk for suicide? Journal of Affective Disorders, 115(1-2), 69-78.
  • Anestis, M.D., Selby, E.A., Fink, E.L., & Joiner, T.E. (2007).  The multifaceted role of distress tolerance in dysregulated eating behaviors. International Journal of Eating Disorders, 40(8), 718-726.
  • Gordon, K., Holm-Denoma, J., Smith, A., Fink, E., & Joiner, T. (2007). Taxometric analysis: introduction and overview. International Journal of Eating Disorders, 40, S35-S39.
  • Autonomic cardiovascular control
  • Blood pressure regulation
  • Cardiovascular aging
  • Interventions that improve human health and performance
  • Moore DJ, Barlow MA, Gonzales JU, McGowan CL, Pawelczyk JA, and Proctor DN. Evidence for the emergence of leg sympathetic vasoconstrictor tone with age in healthy women. Physiological Reports. 2015: 3(1), e12275
  • Kim JK, Moore DJ, Maurer DG, Kim-Shapiro DB, Basu S, Flanagan MP, Skulas-Ray A, Kris-Etherton P, and Proctor DN. Acute dietary nitrate supplementation does not augment submaximal forearm exercise hyperemia in healthy young men. Applied Physiology, Nutrition, and Metabolism. 2014: 40(2): 122-28
  • Proctor DN, Moore DJ. Lifelong physical activity and blood flow to active muscles: sufficient supply to meet the demand. Journal of Physiology. 2012; 590, 5927-5928
  • Moore DJ, Gonzales JU, Tucker SH, Elavsky SE, Proctor DN. Exercise-induced vasodilation is associated with menopause stage in healthy, middle-aged women.  Applied Physiology, Nutrition, and Metabolism.  2012; 37, 418-24
  • Family and school influences on early learning and development
  • Evaluation of intervention programs
  • Professional development for early childhood teachers
  • Early school adjustment and success
  • Goodrich, S. A., Mudrick, H. B., Robinson, J. L. (2015). The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning. Early Education and Development, 0, 1-22.
  • Crawley, S.L., Newcombe, N.S., & Bingman, H. (2010). How focus at encoding affects children’s source monitoring. Journal of Experimental Child Psychology, 105, 273-285.

Manuscripts in Review

  • Mudrick, H. B., Goodrich, S. A., Robinson, J. L., & Brophy-Herb, H. E. (In Review). Readiness for Group-Based Learning at Age 3 and Prekindergarten Outcomes at Age 5. Early Education and Development.

Manuscripts in Preparation

  • Mudrick, H. B., Goodrich, S. A., & Robinson, J. L. Examining Continuity of a Latent Factor Model of Executive Control from Pre-Kindergarten to Post-First Grade.
  • Mudrick, H. B., Dealy, J., & Robinson, J. L. Children’s Story Stem Responses: Executive Functioning and Disruption From Maternal Experience of Interpersonal Violence.
  • Multicultural children's literature
  • Reader response through a critical literacy lens
  • Children's Literature in the Writing Workshop
  • Psychological and environmental factors that impact immigrant student achievement
  • Acculturative Stress
  • College Adjustment Process
  • International Students
  • Multicultural Competency
Books
  • Poyrazli, S., & Thompson, C. E. (Eds). (2013). International case studies in mental health. Thousand Oaks, CA: Sage Publications.
    • [Korean translation (2014) published by Hakjisa Publisher, Seoul, Korea].
  • Sommers-Flanagan, R., Elander, C., Sommers-Flanagan, J., & Poyrazli, S. (2009). Bizi bosamayin: Bosanma surecini yasayan cocuklarin anne-babalara onerileri [Don’t divorce us: Kids’ advice to divorcing parents]. Ankara, Turkey: Ani Publishing (A prominent academic publisher in Turkey).
Peer-Reviewed Research Publications
  • Poyrazli, S., & Isaiah, J. (in progress). International students on academic probation: Lessons learned.  
  • Sedem, M., & Poyrazli, S. (in progress).Cultural and psychological development of immigrant families in western cultures.
  • Eskin, M., Sun, J.-M., Abuidhail, J., Yoshimasu, K., Kujan, O., Janghorbani, M., Flood, C., Carta, M. G., Voracek, M., Mechri, A., Poyrazli, S., Aidoudi, K., Bakhshi, S., Harlak, H., Moro, M. F., Nawafleh, H., Phillips, L., Shaheen, A., Taifour, S., Tran, U., & Tsuno, K. (in press). Suicidal behavior and psychological distress in university students: A 12-nation study. Archives of Suicide Research.
  • Mitchell, M. A., Poyrazli, S., & Broyles, L. M. (in press). Alcohol misuse and cultural adjustment among U.S. college students abroad in Italy. Substance Abuse.
  • Poyrazli, S. (2015). Psychological symptoms and concerns experienced by international students: Outreach implications for counseling centers. Journal of International Students, 5, 306-312.
  • Seitz, C. A., Poyrazli, S., Harrison, M. A., Flickinger, T., & Turkson, M. (2014). Virtual Reality Exposure Therapy for military veterans with posttraumatic stress disorder: A systematic review. The New School Psychology Bulletin, 11 (1), 14-29.
  • Var, S., Poyrazli, S., & Grahame, K. (2013).Personal well-being and overall satisfaction of life of Asian immigrant and refugee women. Journal of Asia Pacific Counseling, 3, 77-90.
  • Shigemoto, Y., & Poyrazli, S. (2013). Factors related to posttraumatic growth in U.S. and Japanese college students. Psychological Trauma: Theory, Research, Practice and Policy, 5, 128-134.
  • Poyrazli, S., Milliogullari, A., & Yesilyaprak, B. (2012). Predictors of life satisfaction among guidance counselors and administrators employed by the Turkish Ministry of Education. Eurasian Journal of Educational Research, 12(48), 175-192.
  • Duru, E., & Poyrazli, S. (2011). The role of demographics, English language competency, perceived discrimination and social connectedness in predicting level of adjustment difficulties among Turkish international students in the U.S. The International Journal of Psychology, 46, 446-454.
  • Poyrazli, S., & Hand, D. B. (2011). Using drawings as a pedagogical method to facilitate multicultural competency development. Journal of Instructional Psychology, 38, 93-104
  • Poyrazli, S., Thukral, R. K., & Duru, E. (2010) International students’ race-ethnicity, personality, and acculturative stress. International Journal of Psychology and Counseling, 2(2), 25-32.
  • Poyrazli, S., & Sahin, A. E. (2009). Suggestions regarding the process of writing and publishing manuscripts in English for international journals. Education & Science, 34, 117-131.
  • Grahame, K. M., Grahame, P. R., Ferrer-Wreder, L., Coatsworth, D., Meister, D., Poyrazli, S., & Forthun, L. (2008). Left behind?  Charter schooling in a low-income community.  Education and Society, 26, 25-45.
  • Gomleksiz, M., Poyrazli, S., & Vural, R. A. (2008). Discriminatory attitudes: A scale development in Turkish. Psychological Reports, 103, 921-930.
  • Poyrazli, S., Ferrer-Wreder, L., Meister, D. G., Forthun, L., Coatsworth, J.D., & Grahame, K. M. (2008). Academic achievement, employment, age, and gender and students’ experience of alternative school. Adolescence, 43, 547-556.
  • Sumer, S., Poyrazli, S., & Grahame, K. (2008). Predictors of depression and anxiety among international students. Journal of Counseling and Development, 86, 429 - 437.
  • Ferrer-Wreder, L., Palchuk, A., Poyrazli, S., Small, M. L., & Domitrovich, C. E. (2008). Identity and adolescent adjustment. Identity: An International Journal of Theory and Research, 8 (2), 95-105.
  • Poyrazli, S., & Lopez, M. D. (2007). An exploratory study on perceived discrimination and homesickness: A comparison of international students to the U.S. students. The Journal of Psychology, 141, 263-280.
  • Ferrer-Wreder, L., Poyrazli, S., Bedard, B., Coatsworth, J. D., Meister, D., Forthun, L., & Grahame, K. M. (2007). Alternative school students' normative beliefs about aggression. Journal of Educational Alternatives, 3 (2), 66-87.
  • Poyrazli, S. & Grahame, K. (2007).  Barriers to adjustment: Needs of international students within a semi-urban campus community. Journal of Instructional Psychology, 34, 28-45.
  • Duru, E., & Poyrazli, S. (2007). Personality dimensions, psychosocial-demographic variables, and English language competency in predicting level of acculturative stress among Turkish international students in the USA. International Journal of Stress Management, 14, 99-110.
  • Poyrazli, S., & Kavanaugh, P. (2006).  Marital Status, Ethnicity, Academic Achievement, and Adjustment Strains: The Case of Graduate International Students. College Student Journal, 40, 767-780.
  • Connor, J., Poyrazli, S., Ferrer-Wreder, L., Grahame, K. (2004). The relation of age, gender, ethnicity, and risk behaviors to self-esteem among students in nonmainstream schools. Adolescence, 39, 457-473.
  • Poyrazli, S., Kavanaugh, P., Baker, A., & Al-Timimi, N. (2004).  Social support and demographic correlates of acculturative stress in international students, Journal of College Counseling, 7, 73-82.
  • Poyrazli, S. (2003).  Ethnic identity and psychosocial adjustment among international students. Psychological Reports, 92, 512-514. 
  • Poyrazli, S. (2003). Validity of Rogerian therapy in Turkish culture: A cross- cultural perspective. Journal of Humanistic Counseling Education and Development, 42, 107-115. 
  • Poyrazli, S., Arbona, C., Nora, A., McPherson, B., & Pisecco, S. (2002).  Relation between assertiveness, academic self-efficacy, and psychosocial adjustment among international graduate students. Journal of College Student Development, 43, 632-642.
  • Poyrazli, S., Arbona, C., Bullington, R., & Pisecco, S. (2001).  Adjustment issues of Turkish college students in the United States. College Student Journal, 35(1), 52-62.
Contributions to Books – Book Chapters
  • Poyrazli, S., & Balkis, M. (2015).Counseling and psychotherapy in Turkey: Ceren’s Story. In R. Moodley, M. Sookoor, U. Gielen, & R. Wu (Eds).International counseling: Case studies handbook (pp. 267-276). Washington, D.C.: American Counseling Association.
  • Ferrer-Wreder, L., Sugimura, K., Trost, K., Poyrazli, S., Klingstedt, M. L., & Thomas, S. (2014). The intersection of culture, health, and risk behaviors in emerging and young adults. L. A. Jensen (Ed.), The Oxford Handbook of Human Development and Culture: An Interdisciplinary Perspective. Doi: 10.1093/oxfordhb/9780199948550.013.31
  • Poyrazli, S., Dogan, S., & Eskin, M. (2013). Counseling and psychotherapy in Turkey: Influence of western theories, unique challenges, and the need to develop culturally-inclusive methods. In R. Moodley, U. Gielen, & R. Wu (Eds), Handbook of counseling and psychotherapy in an international context(pp.404-414). New York, NY: Routledge.
  • Poyrazli, S., & Eskin, M. (2013).Bisexual identity in a traditional culture: A case study from Turkey. In S. Poyrazli & C. E. Thompson (Eds.), International case studies in mental health (pp. 69-83).Thousand Oaks, CA: Sage Publications.
  • Poyrazli, S., & Thompson, C. E. (2013).Towards an inclusive international psychology.In S. Poyrazli & C. E. Thompson (Eds.),International case studies in mental health(pp. 1-11).Thousand Oaks, CA: Sage Publications.
  • Thompson, C. E., & Poyrazli, S. (2013). What Can We Learn From Mental Health Practitioners Around the World? In S. Poyrazli & C. E. Thompson (Eds.),International case studies in mental health (pp. 225-232).Thousand Oaks, CA: Sage Publications.
  • Poyrazli, S. (2010). Only Rogers, everywhere and all the time? No. In: Trotter-Mathison, M., Koch, J. M., Sanger, S. & Skovholt, T. M. (Eds.) Voices from the field: Defining moments in counselor and therapist development. (pp.77-81). New York, NY: Routledge.
  • Poyrazli, S. (2009).Considerations when interviewing immigrants. In John Sommers-Flanagan & Rita Sommers-Flanagan (Eds.), Clinical Interviewing (4th edition, pp. 418-419). Hoboken, NJ: Wiley.
Editor-Reviewed Articles
  • Kalpaxis, G., & Poyrazli, S. (2012). Interview with Ramadan Ahmed, Ph.D.: A prominent leader in Arab psychology. International Psychology Bulletin, 16 (3), 39-40.
  • Stevens, M. J., Poyrazli, S., &, Takooshian, H. (2009). Are you an international psychologist? Would you like to become one? The General Psychologist, 44 (2), 9-11.
  • Poyrazli, S. (2005). International students at US universities. Eye on Psi Chi, 9 (2), 18-19.
Editorials
  • Poyrazli, S., Stevens, M. J. (2009). Bridging the research divide between counseling and related fields. Eurasian Journal of Educational Research, 9(36), 1-7.
Other Publications
  • Erskine, J., & Poyrazli, S. (2011). Family influences on the career choices of international undergraduate college students. International Psychology Bulletin, 15(2), 42-45.
  • Poyrazli, S. (2011). Yeni süreli yayınlar: Nasıl oluşturulur ve nasıl başarılı hale getirilir? [New academic journals: How to establish them and make sure of their success], TSE Standard: Ekonomik ve Teknik Dergi, 50, 80-81.
  • Poyrazli, S. (2006). Shake hands with the devil: The journey of Romeo Dellaire. International Psychology Reporter, 10(1), 23-24.
  • Poyrazli, S. (2004).International psychology division of APA (Amerikan Psikoloji Dernegi, Uluslararasi Psikoloji Bolumu).Turkish Psychology Bulletin, 32, 210-211.
  • Poyrazli, S. (September, 2004). Immigrants: Mental health and resources. Our Voice, 2(2), 3.
  • Poyrazli, S. (June, 2004). Turkish culture and suggestions for immigrants. Our Voice, 2(3), 3.

 

  • Middle level education
  • Co-teaching
  • Impact of Inclusive Practices on Student Achievement
  • Sabina, C. (2016). Intimate partner violence among Latinos. In C.A. Cuevas & C.M. Rennison (Eds.), The Wiley Handbook on the Psychology of Violence (pp. 625-648). Oxford, UK: Wiley-Blackwell.
  • Sabina, C., Cuevas, C.A. & Cotignola-Pickens, H.M. (2016). Longitudinal dating violence among Latino teens: Rates, risk factors, and cultural influences. Journal of Adolescence, 47, 5-15.
  • Sabina, C. & Banyard, V. (2015). Moving towards well-being: The role of protective factors in violence research. Psychology of Violence, 5, 337-342. (Introduction to guest edited special issue on protective factors for violence)
  • Sabina, C., Cuevas, C.A., & Zadnik, E. (2015). Intimate partner violence among Latino women: Rates and cultural correlates. Journal of Family Violence, 30, 35-47.
  • Cuevas, C.A., Sabina, C., & Bell, K.A. (2014). Dating violence and interpersonal victimization among a national sample of Latino youth. Journal of Adolescent Health, 55, 564-570.
  • Sabina, C., Cuevas, C.A., & Rodriguez, R. (2014). Who to turn to? Latino teens, dating violence, and help-seeking. Psychology of Violence, 4, 348-362.
  • Sabina, C., & Ho, L. (2014). Campus and college victim responses to sexual assault and dating violence: Disclosure, service utilization, and service provision. Trauma, Violence, & Abuse, 15, 201-226.
  • Sabina, C., Cuevas, C. A., & Schally, J. L. (2013). The effect of immigration and acculturation on victimization among a national sample of Latino women. Cultural Diversity & Ethnic Minority Psychology, 19, 13-26.
  • Sabina, C., Cuevas, C.A., & Schally, J.L. (2012). Cultural influences on help-seeking among a national sample of Latino women. American Journal of Community Psychology, 49, 347-363.
  • Clinical application of learning-based treatments
  • Child Development
  • Applied Behavior Analysis in educational settings
  • Autism, mental retardation
  • Sleep Disorders
  • Richdale, A. L. & Schreck, K. A. (2009).  Sleep problems in autism spectrum disorders: Prevalence, nature, & possible biopsychological aetiologies. Sleep Medicine Reviews, 13, 403-411.
  • Richdale, A., & Schreck, K. (2008).  Assessment and Intervention in Autism: An Historical Perspective. In J. Matson (Ed).  Clinical assessment and intervention for autism spectrum disorders (pp. 3-32). New York: Elsevier.
  • Ivy, J. W. & Schreck, K. A. (2008).  A Behavioral Approach to Training Day Care Workers. International Journal of Behavioral Consultation and Therapy, 4, 227-238.
  • Schreck, K. A. & Mazur, A. (2008).  Behavior analyst use of and beliefs in treatments for people with autism. Behavioral Interventions, 23, 201-212.
  • Schreck, K. A., & Williams, K. E. (2006).  Food preferences and factors influencing food selectivity for children with autism spectrum disorders. Research in Developmental Disabilities, 27, 353-363
  • Schreck, K. A., Williams, K., & Smith, A.  (2004).   A comparison of eating behaviors between children with and without autism.  Journal of Autism and Developmental Disorders, 34, 433-438. 
  • Schreck, K. A., Mulick, J. A., & Smith, A. (2004).  Sleep problems as possible predictors of  intensified symptoms of autism.  Research in Developmental Disabilities, 25, 57-66. 
  • Schreck, K.A. (2001). Behavioral treatments for sleep problems in autism:  Empirically supported or just universally accepted?  Behavioral Interventions, 16 (4), 265-278.
  • Schreck, K.A. (2000).  It can be done: An example of a Behavioral Individualized Education Program (IEP) for a child with autism. Behavioral Interventions, 15 (4), 279-300
  • Schreck, K.A. & Mulick, J.A. (2000). Parental report of sleep problems in children with autism. Journal of Autism and Developmental Disorders, 30 (2), 127-135.
  • Facilitating student comprehension of lengthy expository text by teaching them to identify rhetorical patterns used by authors to organize their writing.

    • Examine most effective grade level to provide rhetorical pattern instruction

    • Examine which rhetorical patterns are used in textbooks from various content areas

  • Scott, D.B. & Dreher, M.J. (2013, December). Student thinking processes while constructing graphic organizers of textbook content: What insights do think-alouds provide? Roundtable presentation to be presented at the Literacy Research Association Conference, Dallas, TX.                                                 
  • Scott, D. B. & Dreher, M. J. (2012, December). Using graphic organizers in middle school classrooms: What do observations show about what teachers do and what they can do? Individual paper presented at the Literacy Research Association Conference, San Diego, CA.
  • Scott, D. B. & Dreher, M. J. (2012, May). Explicit Instruction on rhetorical patterns and student-constructed graphic organizers: The impact on sixth-grade students’comprehension of social studies text. Poster session presented at the International Reading Association Conference, Chicago, IL.
  • Scott, D. B. (2008). Assessing text processing: A comparison of four methods. Journal of Literacy Research, 40(3), 290-316  
  • Ethics and education
  • Curriculum theory
  • Educational cosmopolitanism
  • Hannah Arendt’s political theory
  • Spector, H., Lake, R., and Kress, T. (2017). Maxine Greene and the pedagogy of social imagination: An intellectual genealogy. Review of Education, Pedagogy, and Cultural Studies. 39(1), 1-6.
  • Spector, H. (2017). Cultivating the ethical imagination in education: Perspectives from three public intellectuals. Review of Education, Pedagogy, and Cultural Studies. 39(1), 39-59.
  • Spector, H. (2017). The cosmopolitan subject and the question of cultural identity: The case of “Crime and Punishment.” Crime, Media, Culture. 13(1), 21-40.
  • Spector, H. (2016). Hannah Arendt, education, and the question of totalitarianism. Discourse: Studies in the Cultural Politics of Education. 37(1), 89-101. 
  • Spector, H. (2015). The great unescape: Three Mile Island, Fukushima, and beyond. Review of Education, Pedagogy, and Cultural Studies. 37(4), 271-288.
  • Spector, H. (2015). The who and the what of educational cosmopolitanism. Studies in Philosophy and Education. 34(4), 423-440.
  • Spector, H. (2012). Ethical learning in an age of standardization. English Quarterly. 43(3-4), 125-129.
  • Spector, H. (2012). Fukushima Daiichi: A never-ending story of pain or outrage? Transnational Curriculum Inquiry. 9(1), 80-97
  • Spector, H. (2011). The cosmopolitan imagination in Philip Roth’s “Eli, the fanatic.” Journal of Curriculum Theorizing. 27(3), 224-238
  • Spector, H. (2011). [Invited essay review] The question of cosmopolitanism: An essay review. Education Review. 14(2), 1-14.

Guest Editor

  • Spector, H., Lake, R., and Kress, T. (eds). (2017). Maxine Greene and the Pedagogy of Social Imagination: An Intellectual Genealogy. Review of Education, Pedagogy, and Cultural Studies. 39(1).
  • Immigrant student learning
  • Teacher-student relationships across cultures and ethnicities
  • Culturally responsive pedagogy
  • Strickland, M. J. (2012). Storylines: Listening to immigrant students, teachers, and cultural-bridge persons making sense of classroom interactions. Middle Schools Research Journal. 7(2), 77-93. Refereed.
  • Melnick, S., Witmer, J., & Strickland, M. (2011).  Cognition and student learning through the arts.  Arts Education Policy Review. 112, 1-9.  Refereed.
  • Wilburne, J., Marinak, B., & Strickland, M. (2011).  Addressing cultural bias in mathematics problems.  Mathematics Teaching in the Middle School.  16(8), 460-465. Refereed.
  • Hairston, K., & Strickland, M. (2011).  Growing…but constrained: An exploration of teachers’ and researchers’ interactions with culture and diversity through personal narratives.  The Qualitative Report.  16(2), 341-357. Refereed.
  • Strickland, M. (2010).  Are they getting it?  Exploring intersubjectivity between teachers and immigrant students in three culturally diverse classrooms. International Learning Journal. 17(6), 197-213.  Refereed.
  • Marinak, B., Strickland, M., & Keat, J. (2010).  A mosaic of words: Using photo narration to support all learners.  Young Children.  65(5), 32-38. Refereed.
  • Strickland, M. & Adera, B. (2010).  Reflecting on an urban field experience: Listening to pre-service teachers’ constructed storylines and silence.  Critical Issues in Teacher Education17, 51-61. Refereed.
  • Strickland, M., Keat, J., & Marinak, B. (2010, June/July).  Connecting worlds: Using photo narrations to connect immigrant children, preschool teachers, and immigrant families.  The School Community Journal, 20(1), 81-102.  Refereed.
  • Marinak, B., Strickland, M., & Keat, J. (2009).  Using cameras to stimulate conversation of native-born and immigrant preschoolers.  Ubiquitous Learning: An International Journal 1(3), 7-11.  Refereed.
  • Keat, J., Strickland, M., & Marinak, B. (2009).  Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera.  Early Childhood Education Journal 37(1), 13-21.  Refereed.
  • Marinak, B., Strickland, M., & Keat, J. (2009). Using cameras to stimulate conversation of native-born and immigrant preschoolers. Ubiquitous Learning: An International Journal 1(3), 7-11.
  • Keat, J., Strickland, M., & Marinak, B. (2009, August). Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera. Early Childhood Education Journal, 37(1), 13-25.
  • Melnick, S.A., Witmer, J.T., & Strickland, M.J. (2008, October). Cognition and student learning through the arts. Paper presented at the annual meeting of the Northeastern Educational Research Association, Rocky Hill, CT.http://digitalcommons.uconn.edu/nera_2008/2
  • Strickland, M. & Shumow, L. (2008). Family Matters: Exploring the Complexities of Families of Immigrant Adolescents and Achievement in Four G8 Countries. The Open Family Studies Journal. 1, 39-48.
  • Strickland, M. (2007).Asking key questions of the Learning-Focused Schools model: An educational psychologist explores the research context. Pennsylvania Educational Leadership. 27(1). 24-31.
  • Strickland, M. (2007). Listening to Teach: The Effective Tool for Teaching in Diverse Classrooms. The School Community Journal.17 (2), 123-128.
  • Strickland, M. (2007). Harnessing the storm: Contextualizing ELL research in the teacher education arenas. In Center for Schools and Communities, Penn State Harrisburg, and Pennsylvania Department of Education (Eds.) Making the right investments: Strengthening the education of English Language and Bilingual Learners, 64-71. Harrisburg, PA: Center for Schools and Communities.

Current Research

  • Feasibility Study of using Auto-Photography to Enhance Teacher-Child Relationships in Diverse Classrooms (2010-present). This is a funded mixed method study exploring how auto-photography impacts kindergarten teachers’ relationships with children from cultural/ethnic backgrounds different from their own. Primary Investigator.
  • K-12 Mathematics & Pre-Service & In-Service Teachers’ Approach to Preparing to Teach Mathematics Word Problems to Multicultural Classes (2009-present). This is a qualitative study using a think aloud protocol that explores how pre-service and in-service teachers narrate how they construct teaching mathematics word problems when considering students from cultural backgrounds different from their own. Co-Primary Investigator.
  • Teaching and Learning Spanish in Second Life. (2009-present). This qualitative research study explores the value of using Second Life, a Virtual Online Community as a supplemental activity in Spanish 1 classes at Penn State Harrisburg. Co-Primary Investigator.
  • Diabetes Education
  • Behavioral Interventions
  • Stuckey, H.L., Boan, J, Kraschnewski, JL, Miller-Day, M, Lehman, EB, & Sciamanna, CN. Using positive deviance for determining successful weight-control practices. Qualitative Health Research, 2010, epub ahead of print.
  • Stuckey, H., Adelman, A., & Gabbay, R. (in press). Improving care by delivering the Chronic Care Model for diabetes. Diabetes Management.
  • Schubart, J., & Stuckey, H. Chronic Health Conditions and Internet Behavioral Interventions: A Review of Factors to Enhance User Engagement. Computers, Informatics, Nursing, 2010, epub ahead of print.
  • Stuckey, H. & Nobel, J. (2010). The connection between art, healing and public health: A review of current literature. American Journal of Public Health, 100(2), 254-263.
  • Stuckey, H., & Tisdell, E. (2010). The role of creative expression in diabetes: An exploration into the meaning- making process. Qualitative Health Research, 20(1), 42-56.
  • Stuckey, H., Dellasega, C., Graber, N., Mauger, D., Lendel, I, & Gabbay, R. (2009). Diabetes nurse case management and motivational interviewing for change (DYNAMIC): Study design and baseline characteristics in the chronic care model for Type 2 diabetes. Contemporary Clinical Trials, 30(4), 366-374.
  • Stuckey, H. (2009). Multiple ways of knowing in health education: The ongoing art of meaning (re)making in action research. Adult Education Quarterly, 60(1), 46-64.
  • Hoggan, C., Stuckey, H., & Simpson, S. (2009). Transformative learning and creative expression: Tools and techniques for educators of adults. Malabar, FL: Kreiger.
  • Stuckey, H., & Kring, K. (2007). Experiences of teaching and learning in a graduate critical media literacy course. New Directions for Adult & Continuing Education, 115, 25-34.

Adult Education
Advising Non-Traditional Students
Student Retention
Student Recruitment

Holistic Health

  • Adult Cognition and Learning
  • Transformative Learning
  • Nonformal Education
  • Adult Education in Cultural Institutions
  • Medical Education

Books

  • Taylor, E. W. & Cranton, P. (Eds.) (In-Press). Handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass. Publication.
  • Taylor, E. W. & Parrish, M. (Eds.). (2010) Adult education in cultural institutions: Libraries, museums, parks, zoos. New Directions in Adult and Continuing Education, No 117, San Francisco: Jossey-Bass. Publication
  • Mezirow, J. & Taylor, E. W. (Eds.) (2009) Transformative learning in practice: Insights from community, workplace, and higher education. San Francisco: Jossey-Bass.

Articles

  • Friis-Hansen, E., Duveskog, D., & Taylor, E. W. (In-press). Less noise in the household: The impact of Farmer Field Schools on gender relations. Journal of Research in Peace, Gender and Development.
  • Duveskog, D., Friis-Hansen, E., & Taylor, E. W. (2011). Farmer Field Schools in Rural Kenya: A Transformative Learning Experience, Journal of Development Studies, 47(10), 1529-1544.
  • Thorndyke, E., L., Quillen, D. A., Milner, R., Taylor, E. W., Tisdell, E. J., Gusic, M. E. (2010). The Essential value of projects in faculty development Academic Medicine, 85(9), 1484-1491.
  • Taylor, E. W., Neill, A., & Banz, R. (2008). Teaching “In Situ:” Nonformal museum education. The Canadian Journal of the Study of Adult Education, 21(1), 19-36.
  • Taylor, E. W., & Neill, A. (2008). Museum education: Nonformal adult educator’s perspective. The Journal of Museum Education, 33(1), 23-32.
  • Taylor, E., Tisdell, E., and Gusic, M. (2007). Teaching beliefs of medical educators: Perspectives on clinical teaching in pediatrics. Medical Teacher, 29(4), 371-376.
  • Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26, 173-191.
  • Professional and Continuing Education: the role of culture and media in adult education
  • Informal and incidental learning
  • Adult Development and learning
  • Feminist ,Critical and Multicultural Pedagogy
  • Spirituality and Culture in Adult and Higher Education

Books and Monographs

  • Tisdell, E., & Thompson, P. (Eds.) (2007). Popular culture, entertainment media, and adult education. New Directions in Adult and Continuing Education. no 115. San Francisco: Jossey-Bass.
  • Tisdell, E.J. (2003). Exploring spirituality and culture in adult and higher education . San Francisco: Jossey Bass

Selected Journal Articles

  • Tisdell, E. (2008). Critical media literacy and transformative learning: Drawing on pop culture and entertainment media in teaching for diversity in adult higher education. Journal of Transformative Education, 6 (1), 48-67.
  • Taylor, E., Tisdell, E., & Gusic, M. (2007). Teaching beliefs of medical educators: Perspectives on clinical teaching in pediatrics. Medical Teacher, 29, 371-376.
  • Tisdell, E., & Thompson, P. (2007). Seeing “from a different angle”: The role of pop culture in teaching for diversity and critical media literacy in adult education. International Journal of Lifelong Education, 26, 651-673.
  • Tisdell, E. (2007). In the new millennium: The role of spirituality and the cultural imagination in dealing with diversity and equity in the higher education classroom. Teachers College Record, 109, 531-560.
  • Tisdell, E. (2006). Spirituality, cultural identity, and epistemology in culturally responsive teaching in higher education. Multicultural Perspectives, 8(3), 19-25.
  • Tisdell, E. (2006). Diversity, spirituality, and secular higher education: The teaching paradox. Journal of Religion and Education, 33, 49-68.
  • Tisdell, E. & Tolliver E. (2003). Claiming a sacred face: The role of spirituality and cultural identity in transformative adult higher education. Journal of Transformative Education, 1(4). 368-392.
  • Tisdell, E. (2002). Spiritual development and cultural context in the lives of women adult educators for social change. Journal of Adult Development, 9, 127-140. Tisdell, E (2000). Spirituality and emancipatory adult education in women adult educators for social change. Adult Education Quarterly, 50, 308-335.
  • Tisdell, E (1998). Poststructural feminist pedagogies: The possibilities and limitations of a feminist emancipatory adult learning theory and practice. Adult Education Quarterly, 48, 139-156.
  • Tisdell, E. J. (1993). Interlocking systems of power, privilege, and oppression in adult higher education classes. Adult Education Quarterly, 43, 203 226
Dr. Maria Turkson
  • Therapist self-care
  • The therapy relationship between client and therapist (in particular the working alliance)
  • Career development using personality variables as predictors
  • Most recently, she authored a book chapter for therapists on "restructuring cognitions" in the recently published book, Leaving it at the Office: A Guide to Psychotherapist Self-Care.

Jo conducts research using a variety of qualitative approaches, inquiring and publishing in the following areas:

  • Storytelling in Organizations
  • The Role of Visual Art in Organizations
  • Organization Development, Learning, and Change
  • Transformative Learning
  • Expansive and Reflective Teaching and Facilitation
  • Tyler, J.A. (In Press). From spoke to hub: Transforming organizational vision and strategy with story and visual art. Adult Education Quarterly.
  • Gedro, J. & Tyler, J.A. (2014). Managing the Workforce: Sexual Orientation and HRD. In Chalofsky, N, Rocco, T., & Morris, L. (Eds.) The Handbook of HRD: Theory and application. Jossey-Bass. 314-325.
  • Tyler, J.A. (2013). Sociable stories, socialized narratives, and social cognitive theory: Strategic telling and listening in organizations. In M. Paludi (Ed.) The Psychology for Business Success Volume Four: Implementing Best Practices in Human Resources. Santa Barbara, CA: Praeger. 73-90.
  • Tyler, J.A. (2013). Opening the learning space: Giving primacy to students’ stories of experience. In Wang, V.C.X. Wang (Ed.) Handbook of research on teaching and learning in K-20 education. IGI Global. 201-213.
  • Tyler, J.A. & Swartz. A. (2012). Storytelling and transformative learning. In Taylor, E.W. & Cranton, P. (Eds.) The handbook of transformative learning. Jossey-Bass. 455-470.
  • Tyler, J.A. (2012). Helping Diversity Matter: Fostering Liminal Spaces for Authentic Interaction. In Boje, D.M., Burnes, B., & Hassard, J. (Eds.) The Routledge companion to organizational change. Routledge Press. 476-491.
  • Tyler, J.A. (2011). Living story and antenarrative in organizational accidents.  In Boje, D.M. (Ed.), Storytelling and the future of organizations: An antenarrative handbook. New York: Routledge. 137- 147.
  • Tyler, J. A. (2011). Story aliveness. In D. Boje & K. Baskin (Eds.), Dance to the music of story: Storytelling and complexity. ISCE Publishing. 62-78.
  • Tyler, J.A. & Mullen, F.  (2011). Telling tales in school: Storytelling for self-reflection and pedagogical improvement in clinical legal education.  Clinical Law Review. 18(1). 283-337.
  • Tyler, J.A. (2010). Can You Hear Me Now? Reclaiming Rare Listening as a Means of Re-enchantment. Journal of Organizational Change Management. 24(1).
  • Tyler, J.A. (2010). Bifurcation and Liberation: Deconstructing the story of a turn-of-the-century lesbian (part two). New Horizons in Adult Education and Human Resources Development. 24(1) 24-42.
  • Tyler, J.A. (2009). Charting the course: How storytelling fosters communicative learning in the workplace. In Mezirow, J. & Taylor, E. (Eds.) Transformative Learning in Action: A Practitioner Handbook. 136-147.
  • Tyler, J.A. (2009). Moving beyond the binaries: Exploring the liminal possibilities of the scholar-practitioner borderlands. Advances in Developing Human Resources. 11(4)523-535.
  • Tyler, J.A. (2009). Bifurcation and Liberation: Deconstructing the story of a turn-of-the century lesbian (part one). New Horizons in Adult Education and Human Resource Development. 23(3) 32-50.
  • Boje, D.M. & Tyler, J.A. (2009). Story and narrative noticing: Workaholism auto
    ethnographies, Journal of Business Ethics. 8(4). 173-194.
  • Tyler, J.A. & Boje, D.M. (2008). Sorting the relationship of tacit knowledge to story and narrative knowing. In Jemielniak, D., Kozminski, L., and Kociatkiewicz, J. (Eds.) Handbook of Research on Knowledge-Intensive Organizations. 81-97
  • Tyler, J.A. & Rosen, G. (2008). The story holds its heart: Living story expression in reflexive storytelling. Storytelling, Self, Society. 4(2). 102-121.
  • Tyler, J.A. (2007). Incorporating storytelling into practice: How HRD practitioners foster strategic storytelling. Human Resource Development Quarterly. 18(4), 559-587.
  • Tyler, J.A. (2007). Cats and turtles, grinches and pachyderms: Mythical inspirations for organizational realities in Dr. Seuss. In Kostera, M. (Ed.), Mythical inspirations for organizational realities. Basingstoke, UK: Palgrave MacMillan. 53-62.
  • Tyler, J.A. (2006). Only the shadow knows:  Increasing organizational polyphony with liminal storytelling.  Tamara:  Journal of Critical Post-Modern Organizational Science - Sensemaking, Storytelling, and the Power of Relatedness. 5(4), 109-134.
  • Tyler, J.A. (2006). Re-searching research models:  What is emergent, elastic, and non-linear all over?  Human Resource Development Review. 5(4) 494-505. 
  • Tyler, J.A. (2006).  Introduction to the special issue:  Storytelling in organizations.  Storytelling, Self, Society: An Interdisciplinary Journal of Storytelling Studies.  2(2),1-4.
  • Physical Fitness Assessments
  • Shifting the culture towards wellness and fitness on college campuses
  • Teacher Positionality
  • Invisible Identities specifically LGBTQ
  • Weiler-Timmins, R. (2012). Authenticity in the Classroom: A Qualitative Study of Lesbian Health Educators. Proceedings of the 53rd Adult Education Research Conference. Saratoga Springs, NY: SUNY Empire State.
  • Weiler-Timmins, R. A. (2010). Sexual Orientation and the Educator: Should We Come Out in the Classroom? . In Eichler, M. (Ed.), Proceedings of the 51st Adult Education Research Conference. Sacromento, CA: California State University at Sacramento.

Book Chapters

  • Bettinger, T. V., Timmins, R., & Tisdell, E. J. (2006). Difficult dilemmas: The meaning and dynamics of being out in the classroom. In R. J. Hill (Ed.), Challenging homophobia and heterosexism: Lesbian, gay, bisexual, transgender, and queer issues in organizational settings (pp. 63-71). New Directions for Adult and Continuing Education, no. 112. San Francisco: Jossey-Bass.
  • Weinstein, T.L., & Trickett, E.J. (2016). The development of an instrument to measure English Language Learner(ELL) teacher stress. Teaching & Teacher Education, 55, 24-32.http://dx.doi.org/10.1016/j.tate.2015.12.001
  • Weinstein, T.L., & Li, X. (2016). The relationship between stress and clinical outcomes for persons livingwith HIV/AIDS. AIDS Care, 28(2), 160-169.  doi: 10.1080/09540121.2015.1090532
  • Du, H., Li, X., Weinstein, T.L., Chi, P., Zhao, J., & Zhao, G. (2015). Links between mental and behavioral health among children affected by HIV/AIDS and teachers’ assessments of children. AIDS Care, 27(7), 876-884.doi:10.1080/09540121.2015.1009360.
  • Dinh, K.T., Weinstein, T.L., Tein, J.Y., & Roosa, M. (2013). A mediation model of the effects of acculturative variables on internalizing and externalizing problem behavior among Cambodian American youth.  Asian  American Journal of Psychology, 4, 176-184.  http://dx.doi.org/10.1037/a0030165
  • Trickett, E. J., Rukhotskiy, E.L., Jeong, A., Genkova, A., Oberoi, A.K., Weinstein, T.L., & Delgado, Y. (2012).  “The kids are terrific: It’s the job that’s tough”: The ELL teacher role in an urban context.  Teaching and Teacher Education, 28, 283-292. http://dx.doi.org/10.1016/j.tate.2011.10.005
  • Weinstein, T.L. (2009) Educating immigrant and racial/ethnic minority youth in special education programs.  The Community Psychologist, 42, 31-34.  Retrieved from http://www.scra27.org/documents/tcp/tcp2009/tcpnews101509compdraftpdf
  • Dinh, K.T., Weinstein, T.L., Nemon, M., & Rondeau, S. (2008).  The effects of contact with Asians and Asian Americans on White American college students: Attitudes, awareness of racial discrimination, and psychological adjustment.  American Journal of Community Psychology, 42, 298-308. http://dx.doi.org/10.1007/s10464-008-9202-z
  • Dinh, K.T., Weinstein, T.L., Kim, S.Y., & Ho, I.K. (2008).  Acculturative and psychosocial predictors of academic-related outcomes among Cambodian American high school students.  Journal of Southeast Asian American  Education and Advancement, 3, 1-25. Retrieved from https://doaj.org/article/6fb766b6ccfa422fbaa95f49e4102220
  • Birman, D., Weinstein, T.L., Chan, W.Y., & Beehler, S. (2007).  Immigrant youth in U.S. schools:  Opportunitiesfor prevention.  The Prevention Researcher, 14, 14 – 17.  Retrieved from https://eric.ed.gov/?id=EJ793964

 

  • Enhancing Students’ Mathematical Problem-Solving Competence and Confidence
  • Promoting Coaching and Professional Development Programs for K-12 Mathematics Educators
  • Wilburne, J. M., Kulbacki, A. (2014). Connecting the “Missing Words” to the Common Core.      Mathematics Teaching in the Middle School, 19(7), 430 – 436.
  • Wilburne, J. M. (2013, June). Enhancing preservice elementary teachers’ problem-solving ability and attitude: A mixed-methods study. Proceedings of the 2013 Canadian International Conference on Education. Ontario, Canada. 
  • Wilburne, J. M., & Taylor, C. (2013). The common core mathematics classroom: Essential student practices. Pennsylvania Educational Leadership, 32(2), 7-18.
  • Wilburne, J. M., & Keat, J. B. (2011). Venturing into storybooks: Motivating teachers to promote mathematical problem solving. In D. J. Brahier (Ed.), 2011 NCTM Yearbook: Motivation in Mathematics Education. (pp. 251–264). Reston, VA: National Council of Teachers of Mathematics.
  • Wilburne, J. M. (2011). Museums connect culture and mathematics. Proceedings of Il Seminario Internacional Ciencia E Museologia, Belo Horizonte: Brazil.
  • Wilburne, J., Marinak, B., & Strickland, M. (2011). Addressing cultural bias in the mathematics classroom. Mathematics Teaching in the Middle School, 16(8), 460-465.
  • Wilburne, J. M., & Breyfogle, M. L. (2011). Exploring prospective elementary teachers’ abilities to solve non-routine problems: Content, cognition level, and habits of mind. Proceedings of the Research Council for Mathematics Learning, Cincinnati, OH.
  • Wilburne, J. M. (2011). Mathematical problem solving and the curriculum focal points: Connections for preservice elementary teachers. In R. M. Zbiek, G. B. Blume, & T. A. Evitts (Eds.), 2007-08 Pennsylvania Council of Teachers of Mathematics Yearbook (12 pp). State College, PA.
  • Wilburne, J., & Long, M. (2010). Secondary pre-Service teachers’ content knowledge for state assessments: Implications for mathematics education programs.Issues in the Undergraduate Preparation of Mathematics Teachers: The Journal. IUMPST: The Journal. Vol 2 (Content). January. [http://www.k-12prep.math.ttu.edu/journal/contentknowledge/wilburne01/article.pdf ] (15 pages).
  • Strickland, M. J., Wilburne, J. M., Keat, J. B., & Adera, B. A. (2010). Parallel reflections: The interdisciplinary process of co-constructing meaning. Proceedings of the 2010 Northeastern Research Association Conference
  • Wilburne, J., Shvartsman, I., & Walker, R. (2010). Integrating the TI-Nspire™ handheld in undergraduate calculus classes: Challenges and impact. Proceedings of the Twenty-First Annual International Conference on Technology in Collegiate Mathematics. http://archives.math.utk.edu/ICTCM/VOL21/R011/paper.pdf
  • Keat, J. B., & Wilburne, J. (2009). The impact of storybooks on kindergarten children’s mathematical achievement and approaches to learning. US-China Education Review, 6(7), 61-67.
  • Wilburne, J. (2009). Virtual mentoring in the secondary mathematics teacher education program. In G. Zimmermann (Ed.) Empowering the mentor of the preservice mathematics teacher (pp. 52-54). Reston, VA: National Council of Teachers of Mathematics.
  • Smith, N. & Wilburne, J. (2009). Transiency and retention: Impact on one urban elementary school’s benchmark assessments. Pennsylvania Educational Leadership, 28(2), 15-23.
  • Wilburne, J. & Napoli, M. (2008). Connecting mathematics and literature: An analysis of pre-service elementary school teachers’ changing beliefs and knowledge.Issues in the Undergraduate Preparation of Mathematics Teachers: The Journal. IUMPST: The Journal. Vol 2 (Pedagogy). September. [www.k-12prep.math.ttu.edu] (10 pages).
  • McGivney-Burelle, J., McGivney, K. & Wilburne, J. (2008). Resolving the tension between interdisciplinarity and assessment. In D. M. Moss, T. A.Osborn, & D. Kaufman (Eds.) (2008).Interdisciplinary Education in the Age of Assessment (pp. 71-85). New York: Routledge.
  • Wilburne, J., &  Bohan, J. (2008). Teacher candidates’ assessment competencies: What do Pennsylvania school districts value? Pennsylvania Teacher Educator, 7(1), 32-40.
  • Wilburne, J., & Peterson, W. (2007).  Using a before-during-after (BDA) model to plan effective secondary mathematics’ lessons.  Mathematics Teacher, 101(3), 209-213. 
  • Wilburne, J., & Napoli, M. (2007).  Integrating literature and mathematics: A mysterious connection.  Mathematics Teaching in the Middle School, 13(3), 135-139. 
  • Wilburne, J., Napoli, M., Keat, J., Dile, K., Trout, M., & Decker, S. (2007).  Journeying into mathematics through storybooks: A kindergarten study.  Teaching Children Mathematics, 14(4), 232-237. 
  • Wilburne, J. (2007).  The misrepresentation of an egg timer.  New Jersey Mathematics Teacher, 65(2), 15-16.
  • Wilburne, J. (2006).  Preparing preservice teachers to teach problem solving.  Teaching Children Mathematics, 12(9), 454-464.
  • Wilburne, J. M. (2006).  Preparing proficient problem solvers by teaching habits of mind that are hard to break.  In M. S. Smith, M. K. Heid, & R. M. Zbiek (Eds.).  2005-2006 Yearbook of the Pennsylvania Council of Teachers of Mathematics (pp. 7-15).  University Park, PA.
  • Subramaniam, K., Keat, J., Wilburne, J., & Napoli, M. (2006).  Reconceptualizing preservice teachers’ field experiences through a structured reflection model. Pennsylvania Teacher Educator, 5(Fall), 1-8. 
  • Wilburne, J., & Goldsworthy, C. (2006).  Response to intervention (RTI) in primary mathematics.  Pennsylvania Educational Leadership, 26(1), 27-37. 
  • Wilburne, J. (2004).  Motivating every student through effective questioning.  In M. F. Chappell, & T. Pateracki (Eds.).  Empowering the beginning teacher of mathematics in elementary school (pp. 19-20).  Reston, VA: National Council of Teachers of Mathematics.
  • Wilburne, J. (2004).  Motivating every student through effective questioning.  In M. F. Chappell, & T. Pateracki (Eds.).  Empowering the beginning teacher of mathematics in middle school (pp. 19-20).  Reston, VA: National Council of Teachers of Mathematics.
  • Wilburne, J. (2004).  Motivating every student through effective questioning.  In M. F. Chappell, & T. Pateracki (Eds.).  Empowering the beginning teacher of mathematics in high school (pp. 19-20).  Reston, VA: National Council of Teachers of Mathematics.
  • Wilburne, J., & Evitts, T. (2002).  Packing for the future: Best practice in secondary mathematics methods courses.  Pennsylvania Teacher Educator, 1, 32-36. 

BOOKS

  • Wilburne, J. M., Keat, J. B., & Napoli, M. (2011). Cowboys count, monkeys measure, and princesses problem solve: Building early math skills through storybooks. Baltimore, MD: Brookes Publishing Co.

BOOK CHAPTERS

  • Wilburne, J. M. (2014). Promoting creative problem solving: An essential 21st century skill. In T. A. Evitts, M. L. Breyfogle, & L. Columba (Eds.) 2011-2012 Yearbook of the Pennsylvania Council of Teachers of Mathematics. (pp. 1-10). University Park: PA.
  • Wilburne, J. M., & Keat, J. B. (2011). Venturing into storybooks: Motivating teachers to promote mathematical problem solving. In D. J. Brahier & W. R. Speer (Eds.), Motivation and Disposition: Pathways to Learning Mathematics. Seventy-third Yearbook (pp. 251-264). Reston, VA: National Council of Teachers of Mathematics.
  • McGivney-Burelle, J., McGivney, K. & Wilburne, J. (2008). Resolving the tension between interdisciplinarity and assessment. In D. M. Moss, T. A.Osborn, & D. Kaufman (Eds.) (2008). Interdisciplinary Education in the Age of Assessment (pp. 71-85). New York: Routledge.
  • Wilburne, J. (2006).  Preparing proficient problem solvers by teaching habits of mind that  are hard to break.  In M. S. Smith, M. K. Heid, & R. M. Zbiek (Eds.).  2005-2006 Yearbook of the Pennsylvania Council of Teachers of Mathematics, a peer  reviewed book (pp. 7-15).  University Park, PA. 
  • Mechanisms of skeletal muscle anabolic resistance
  • Interventions that improve insulin sensitivity
  • Mechanisms of exercise-induced insulin sensitivity
  • Dungan C.M., Li, J., Williamson, D.L. Caloric Restriction Normalizes Obesity-Induced Alterations on Regulators of Skeletal Muscle Growth Signaling. Lipids. 51(8):905-912, 2016.
  • Gordon, B.S., Steiner, J.L., Williamson, D.L, Lang, C.H., Kimball, S.R. Emerging role for regulated in development and DNA damage 1 (REDD1) in the regulation of skeletal muscle metabolism. Am. J. Physiol: Endo. Metab. 311(1):E157-174, 2016.
  • Ray, A.D., Personius, K.E., Williamson, D.L, Dungan, C.M., Dhillon, S.S., Hershberger, P.A. Vitamin D3 intake modulates diaphragm but not peripheral muscle force in young mice. J. Appl. Physiol. 120(10):1124-1131, 2016.
  • Williamson, D.L, Mahmoud, A.M., Mey, J.T., Blackburn, B.K., Haus, J.M. Aberrant REDD1-mTORC1 responses to insulin in skeletal muscle from type 2 diabetics. Am. J. Physiol: Regul Integr Comp Physiol. 309(8):R855-863, 2015.
  • Gordon, B.S., D.L. Williamson, C.H. Lang, L.S. Jefferson, and S.R. Kimball. Nutrient-induced stimulation of protein synthesis in mouse skeletal muscle is limited by the mTORC1 repressor REDD1. J. Nutr. 145(4):708-713, 2015.
  • Dungan C.M., Z. Li, D.C. Wright, and D.L. Williamson. Hyperactive mTORC1 signaling is unaffected by metformin treatment in aged skeletal muscle. Muscle and Nerve, In Press 2015.
  • Li Z., C.M. Dungan, B. Carrier, T.C. Rideout, and D.L. Williamson. Alpha-lipoic acid supplementation reduces mTORC1 signaling in skeletal muscle from high fat fed, obese Zucker rats. Lipids. 49(12):1193-201, 2014.
  • Dungan C.M., D.C. Wright, and D.L. Williamson. Lack of REDD1 reduces whole body glucose and insulin tolerance, and impairs skeletal muscle insulin signaling. Biochem. Biophys. Res. Comm. 453(4):778-783, 2014.
  • Mennes, E. C.M. Dungan, S. Frendo-Cumbo, D.L. Williamson, and D.C. Wright. Aging-Associated Reductions in Lipolytic and Mitochondrial Proteins in Mouse Adipose Tissue Are Not Rescued by Metformin Treatment. J. Geront. A. Biol. Med. Sci. 69(9):1060-068, 2014.
  • Williamson DL, Z. Li, R.M. Tuder, E. Feinstein, S.R. Kimball, C.M. Dungan. Altered nutrient response of mTORC1 as a result of changes in REDD1 expression: Effect of obesity versus REDD1 deficiency. J. Appl. Physiol. 117(3):246-256, 2014.
  • Prayer behaviors and beliefs
  • Depression and anxiety
  • Drinking motivations
  • Alcohol consequences
  • Neinhais, J. B., Owen, J., Valentine, J. C., Winkeljohn Black, S., Halford, T. C., Parazak, S. E., Budge, S., & Hilsenroth, M. (in press).  Therapeutic alliance, empathy, and genuineness in individual adult psychotherapy: A meta-analytic review. Psychotherapy Research.
  • Pössel, P. & Winkeljohn Black, S. (in press). Can the hopelessness model of depression and the Response Style Theory be integrated? Journal of Counseling & Development. 
  • Jeppsen, B., Pössel, P., Winkeljohn Black., S., Bjerg, A., & Wooldridge, D. (in press). Closeness and control: Exploring the relationship between prayer and mental health.  Counseling and Values. 
  • Winkeljohn Black, S., Jeppsen, B. D., Pössel, P., Rosmarin, D. H., & Tariq, A. (2015).  The stability of Poloma and Pendleton’s (1989) prayer types model across Christian, Jewish, and Muslim praying adults. Psychology of Religion and Spirituality, 7, 205-216
  • Winkeljohn Black, S., Pössel, P., Jeppsen, B. D., Bjerg, A. C., & Wooldridge, D. T. (2015). Disclosure during private prayer as a mediator between prayer type and mental health.  Journal of Religion and Health, 54, 540-553.
  • Pössel, P., & Winkeljohn Black, S. (2014).  Testing three different sequential mediational interpretations of Beck’s cognitive model of depression.  Journal of Clinical Psychology, 70, 92-94.
  • Rudasill, K. M., Pössel, P., Winkeljohn Black, S., & Niehaus, K. (2014). Teacher support mediates concurrent and longitudinal associations between temperament and depressive symptoms in sixth grade.  Early Child Development and Care, 184, 803-818.
  • Pössel, P., Winkeljohn Black, S., Bjerg, A. C., Jeppsen, B. D., & Wooldridge, D. W. (2014).  Do trust-based beliefs mediate the associations of frequency of private prayer with mental health? A cross-sectional study.  Journal of Religion and Health, 53, 904-916.
  • Winkeljohn Black, S. & Pössel, P. (2013). The combined effects of self-referent information processing and ruminative responses on adolescent depression. Journal of Youth and Adolescence, 42, 1145-1154.
  • Pössel, P., Rudasill, K. M., Adelson, J. L., Wooldridge, D. T., Bjerg, A. C., & Winkeljohn Black, S. (2013). Teaching behavior and well-being in students: Development and concurrent validity of an instrument to measure student- reported teaching behavior. International Journal of Emotional Education, 5, 5-30.

 

 

Books

  • Witmer, J. T. Jebbie: Vamp to Victim), Yesteryear Publishing, December 2011.
  • Witmer, J. T.  All the Gentlemen Callers: Letters from a 1920s Steamer Trunk, a short companion sequel to Jebbie.Yesteryear Publishing, expected date of publication, April 2012.
  • Witmer, J. T. Growing Up Silent in the 1950s: Not All Tail Fins and Rock ’n’ Roll. Yesteryear Publishing, expected date of publication, June 2012.
  • Witmer, J. T. and Melnick. S. A. Team-Based Professional Development: A Process for School Reform.Rowman & Littlefield, 2007.
  • Witmer, J. T.  Moving UpA Guide for Women in Educational Administration. second editionRowman & Littlefield, Lanham, MD, 2006.
  • Witmer, J. T. I Am From Haiti: The Story of Rodrigue Mortel, MD, A Biography, Mortel Foundation, December 2000.  (French edition, Je Suis D’Haiti, 2002.)
  • Witmer, J. T. The Keystone Integrated Framework: A Compendium. Pennsylvania Department of Education, 1997.
  • Witmer, J. T. and Melnick, S. A. The Keystone Integrated Framework, a Case Study in Curriculum Integration. Alexandria, VA: The Association for Supervision and Curriculum Development, 1997.
  • Witmer, J. W. Moving Up! A Guide for Women in Educational Administration, first edition, Lancaster, PA: Technomic Press, 1995. 
  • Witmer, J. T. A Style Manual for Publications. Bureau of Special Education, Pennsylvania Department of Education, 1994.
  • Witmer, J. T. and Anderson, C. S. How to Establish a Service-Learning Program.  Alexandria, VA: Association for Supervision and Curriculum Development (ASCD), 1994.

 

Chapters in Books

  • Witmer, J. T. “Outcome-Based Education,” Educational Innovations: An Agenda to Frame the Future (Charles A. Greenawalt, Editor).  Harrisburg, PA: The Commonwealth Foundation, 1993.  Also reprinted by the PA Department of Education for national dissemination.
  • Witmer, J. T. and Anderson, C. S. “Voices from the Field: The Administrator,” in Community Service-Learning(Rahima C. Wade, Editor). State University of New York Press, 1997.

 

Articles

  • Melnick, S.A., Witmer, J.T. & Strickland, M.J. (May 2011). Cognition and student learning through the arts.  Arts Education Policy Review; 112: 1-9.
  • Melnick, S. A.; Witmer, J. T.; and Strickland, M. J., "Cognition and Student Learning Through the Arts" (2008).Conference Proceedings 2008. Paper 2. 
  • Witmer, J. T. “The Ethics Committee: Compassionate Rationality.” Vital Signs, Penn State Milton S. Hershey Medical Center, Hershey, PA. V. 31, No. 11, May 2002.
  • Witmer, J. T. “Arts: The Essential Aspect of Human Knowing.” Impressions, Arts in Education Network, ASCD, April 2002.
  • Witmer, J. T. “New Directions in Health Ministry: A Retrospective of Pastoral Care Services.” Vital Signs, Milton S. Hershey Medical Center, Hershey, PA. V. 31, No. 8, February 2002.
  • Houts, P. S., Witmer, J. T., Egeth, H. E. et al “Using Pictographs to Enhance Recall of Spoken Medical Instructions II,” Patient Education and Counseling, V. 43, pp. 231-242, 2001.
  • Witmer, J. T. “Paul Kettl: Responding to American’s Fear—Madness, Medicine, and the Media.”  Lead story, Vital Signs, Milton S. Hershey Medical Center, Hershey, PA. V. 32, No. 4, October 2001.
  • Witmer, J. T. “Happy, Happy Birthday, Baby,” a Reminiscence of Baby Boomers. Reunions, Spring 2001.
  • Witmer, J. T.  “The Bellwether Consortium: Milton Hershey School’s Voice in AIE.” ARTS in Education. ASCD, Fall 1999.
  • Melnick, S. A. & Witmer, J. T. (April, 1999).  Team-based professional development: A new model for professional growth.  American Educational Research Association, April 22, 1999, Montreal, Canada. (ERIC Document No. ED439125).
  • Witmer, J. T. “The Measure of a Man.” Cover story in Penn State Medicine, November 1998.
  • Houts, P. S., Bachrach, R., Witmer, J. T. et al. “Using Pictographs to Enhance Recall of Spoken Medical Instructions.”  Patient Education and Counseling, V. 35, n. 2, 83-88, 1998.
  • Witmer, J. T. “What are These Keyboards Doing Here?”  PMEA News, Pennsylvania Music Educators Association, Fall 1997, pp. 26-27.
  • Witmer, J. T. “Change the Date of Band Camp?  You Must be Kidding!”  PMEA News, Pennsylvania Music Educators Association, May 1996, pp. 20-21.
  • Witmer, J. T. and Anderson, C. S. “Addressing School Board and Administrative Concerns About Service Learning.” Democracy and Education, Fall 1994.
  • Witmer, J. T. “Start With the Arts.”  The Executive Educator, April 1993, p. 40.
  • Witmer, J. T. “Mentoring: One District’s Success Story.” NASSP Bulletin, V. 77, n. 550, February 1993, pp. 71-78.
  • Witmer, J. T. “Teachers as Advisors.”  Executive Educator, V. 14, n. 5, pp. 41-42, May 1992.
  • Witmer, J. T. “To Soothe the Savage Breast.”  PennsylvaniaMusic Educators Association Journal, March 1992, p. 21.
  • Witmer, J. T. “The Tenure Trap.”  Executive Educator, V. 14, n. 1, January 1992, p. 48.
  • Witmer, J. T. “Integrity: ‘He Who Steals My Purse’.” In Other Voices: Expanding the Educational Conversation. Proceedings of the South Atlantic Philosophy of Education Society, Furman University, Greenville, South Carolina, October 4-5, 1991.
  • Witmer, J. T. “Mentoring as a Full Time Program: It Works!” Diversity in Mentoring, Mentoring International, July 1991.
  • Witmer, J. T. “The Case for Training Educational Administrators in Making Ethical Decisions,” in Landers, Thomas J., Editor. Education Leadership: German and American Perspectives.Papers from the International Conference on Educational Leadership, Cologne, West Germany, June 27-30, 1989.  Washington, DC: The International Council on Educational Leadership, pp. 177-193.

 

Plays Written and Produced

  • “The Disappearing Falcon,” produced by TB Ent, January 2012

 

Playscripts Written and Produced

  • “Time for Reflection and Excellence,” 1987
  • “Sunrise, Sunset,” 1986
  • “What Really Happened to the Class of 1965,” 1985
  • “1984: George Orwell’s Prophecy and Reality,” 1984
  • “The World Is Yours; Build, Therefore, Your Own World,” 1983
  • “Yesterday, Today, and Tomorrow: A Retrospective of the 1970s,” 1979
  • “Moments to Remember,” 1978
  • “The Way We Were,” 1977
  • “The World Turned Upside Down,” an American Bicentennial Pageant,” 1976
  • “The Past is Only the Beginning,” 1974
  • “To Everything There is a Season,” 1971
  • “Awake! Arise! Decide!” 1970
  • “You Can’t Go Home Again,” 1969
  • “The Answer is Blowing in the Wind,” 1968
  • “Nils mortalibus arduum est,” 1967

 

Choralogue (Speaking Choruses) Scripts Written and Produced

  • “Celebrate: A Song of Oneself,” 1981
  • “An Echo of the Past; A Herald of the Future”
  • “…but around in awareness,” 1975
  • “Let There be Peace on Earth,” 1973
  • “E Pluribus Unum,” 1972
  • “Nils mortalibus arduum est,” 1967

 

Booklets, manuals, newsletters, programs, more than 100 book reviews, broadsheets, and speeches for clients such as the president of Milton Hershey School and the director of the Cancer Center at Penn State Medical Center abound.

Recent Publications

  • Wright, R. R., & Sandlin, J. A. (2017). (Critical) learning in/through everyday life in a global consumer culture. International Journal of Lifelong Education, 36(1-2), 77-94. doi:10.1080/02601370.2017.1270068
  • Wright, R. R. (2017). Academic rigor or academic rigor mortis?  Supervising dissertations is serious business.  Adult Learning 28(1), 35-37. doi: 10.1177/1045159515593896
  • Tisdell, E., Wright, R.R., Taylor, E. (2016). Adult education faculty and programs in North America: Faculty background, work and satisfaction.  Adult Education Quarterly, 66(1), 76-95. doi: 10.1177/0741713615618781
  • Wright, R. R. (2016) Musings on comics, class, and kitsch: An autoethnographic exploration of an accidental academic. International Journal of Qualitative Studies in Education, 29(3), 426-444.  doi: 10.1080/09518398.2015.1078518
  • Dentith, A.M., Wright, R.R. & Coryell, J.E. (2015). Those “mean girls and their friends”: Bullies and mob rule in the academy. Adult Learning, 26(1), 28-34 . doi: 10.1177/1045159514558409.
  • Wright, R. R. & G. L. Wright (2013). Investigating sci-fi and horror for critical adult education and teacher education: Learning international perspectives and valuing the “other”. International Journal of Innovative Learning and Leadership, 1(1), 6-12. Retrieved from http://www.icill.net/ijill-1-1.pdf
  • Wright, R. R. (2013). Zombies, cyborgs and other labor organizers: An introduction to representations of adult learning theories in popular culture. New Horizons for Adult Education and Human Resource Development, 25(1), 5-17.
  • Sandlin, J. A., Wright, R. R. and Clark, M. C. (2013). Re-examining theories of adult learning and adult development through the lenses of public pedagogy. Adult Education Quarterly, 63(1), 2-23. doi:10.1177/0741713611415836. (impact factor 0.556)
  • Coryell, J. E., Durodoye, B., Wright, R. R., Pate, E., & Nguyen, S. (2012). Case studies of internationaliza¬tion in adult and higher education: Inside the pro¬cesses of four universities in the US and UK. Journal of Studies in International Education, 16(1), 75-98. doi:10.1177/1028315310388945 (impact factor 0.739)
  • Durodoye, B. A., Coryell, J. E. , Wright, R. R. , Pate, P. E. (2011). Assessing global perspectives at a Hispanic and minority serving institution: A university-wide effort. Journal of College and Character, 12(3), 1-6. doi: 10.2202/1940-1639.1776
  • Wright, R.R., Coryell, J.A., Martinez, M., Harmon, J., M., Henkin, R., and Keehn, S. (2010). Rhyme, response, and reflection: An investigation of the possibilities for critical transformative learning through adult poetry reading. Journal of Transformative Education, 8(2), 103-123. doi: 10.1177/1541344611406737.
  • Wright, R. R., & Sandlin, J. A. (2009). Popular culture, public pedagogy, and perspective transformation: The Avengers and adult learning in living rooms. International Journal of Lifelong Learning, 28(4), 533-551.
  • Wright, R. R., & Sandlin, J. A. (2009). Cult TV, hip hop, shape-shifters, and vampire slayers: A review of the literature at the intersection of adult education and popular culture. Adult Education Quarterly 59(2), 118-141. [Consistently on Sage Journals’ “Most-Read AEQ Articles” list] (impact factor 0.556)
  • Wright, R. R. (2008). Research as quest: An autoethnographic exploration of embodied class, intellectual obsession, and the academy. Journal of Curriculum and Pedagogy 5(2), 69-94. DOI: 10.1080/15505170.2008.10411712
  • Wright, R.R. (2003). Real men don’t ask for directions: Male student attitudes toward peer tutoring. Journal of College Reading and Learning, 34(1), 61-75. Reprinted in J. L. Higbee, L. MacDonald, D. Van Blerkom, E. M. Payne, & R. Smilkstein (Eds.) (2007). Best practices in college reading and learning (pp. 47-62). Eldorado, KS: College Reading and Learning Assoc. Press.
  • Wright, G. L., Wright, R. R., & Lamb, C. (2002). Developmental mathematics education and supplemental instruction: Pondering the potential. Journal of Developmental Education, 26(1), 30-35.
  • Wright, R. R., (2001) Coaching critical thinking: Tutoring athletes toward self-sufficiency. Journal of College Reading and Learning, 31 (2), 157-170.

Book Chapters

  • Wright, R.R. (in press, 2017). Popular culture, adult learning and identity development, In M. Milana, J. Holford, S. Webb, P. Jarvis, and R. Waller (Eds.) International handbook of adult and lifelong education and learning. London: Palgrave-Macmillan.
  • Wright, R.R. (in press, 2017). Tweets, TV, and trends!: Popular culture and its impact on adult learning and identity, In A. Knox, S. Conceição, and L. Martin (Eds.) International compendium of adult and continuing education. Herndon, VA: Stylus Publishing.
  • Wright, R.R. (2016). If it quacks a like duck. . . : The classist curriculum of Disney’s reality television shows. In Sandlin, J.A. & Garlen, J.C. (Eds.), The Disney curriculum: Education, culture, and society (pp. 120-135). New York: Routledge.
  • Quiroga, S. S., Sandlin, J. A., & Wright, R. R. (2015). You are what you eat!?: Crafting the (food) consuming subject through cooking shows. In R. Flowers & E. Swan, (Eds.) Food pedagogies (pp. 75-92). Surrey, United Kingdom: Ashgate.
  • Wright, R.R. & Wright, G.L. (2015). Doctor Who fandom, creative engagement, and transmedia storytelling: The public pedagogy of the Doctor. In K. Jubas, N. Tabor, & T. Brown (Eds.). Popular culture as pedagogy: Research in the field of adult education (pp.11-30). Rotterdam, The Netherlands: Sense Publishing.
  • Wright, R.R. (2013). The Avengers and feminist identity development: Learning the example of critical resistance from Cathy Gale. In K.M. Ryan and D. Massey (Eds.), Television and the self: Knowledge, identity and media representation (pp. 189- 204). New York: Lexington-Rowan & Littlefield.
  • Wright, R. R. (2012). What everyone needs to know about sex: Training peer tutors and mentors in gendered communication styles. In K. Agee & R. Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 141-146). Mason, OH: Cengage Learning.
  • Wright, R. R. (2010). Unmasking hegemony with The Avengers: Television entertainment as public pedagogy. In J. Sandlin, B. Schultz & S. Burdick, (Eds.), Handbook of public pedagogy: Education and learning beyond schooling (pp. 139-150). New York, NY: Routledge.
  • Wright, R. R. (2010). Narratives from popular culture: Critical implications for adult education. In M. Rossiter and M. C. Clark (Eds.), New directions in adult and continuing education: No. 126. Narrative perspectives on adult education (pp. 63-77). San Francisco, CA: Jossey-Bass.
  • Wright, R. R. (2009). The intersection of critical theory and interdisciplinary learning: The emergence of a pedagogical soul. In Burke, P. (Ed.), Women and pedagogy: Education through autobiographical narrative (119-125). Troy, NY: Educator's International Press, Inc.
  • Wright, R. R. (2007). The Avengers, public pedagogy, and the development of British women’s consciousness. In E. J. Tisdell & P. M. Thompson (Eds.), New directions in adult and continuing education: Vol. 115. Popular culture and entertainment media (pp. 63-72). San Francisco, CA: Wiley Periodicals, Inc.
  • Wright, R. R. (2007). Real men don’t ask for directions: Male student attitudes toward peer tutoring, in J. L. Higbee, et.al. (Eds.), 2007, Best practices in college reading and learning (pp. 47-62). Eldorado, KS: College Reading and Learning Assoc. Press. (Reprinted from Journal of College Reading and Learning, 34(1), 61-75.)
  • Relationship between language and thinking
  • Abstract concept representation
  • Processing of figurative language
  • Application of statistical techniques in psychological research