Selected Publications

Blair, E., Sandilos, L., Ellis, E.*, & Neugebauer, S. (2024). Teachers Survive Together: Teacher Collegial Relationships and Well-Being During the COVID Pandemic. School Psychology.

Brooks, W. & Esposito, L. (2024). Culturally conscious children’s literature and multimodality. In Walker-Dalhouse, D., & Risko, V. J (Eds.), Equitable Literacy Instruction for Students in Poverty. (pp. 47-52). Teachers College Press.

Chen, R., & Smith, K. N. (2024). Effects of federal student loans on college student retention, transfer, and dropout. Journal of College Student Retention: Research, Theory & Practice. Advance online publication. https://doi.org/10.1177/15210251241252927

Cucchiara, M., & Hays, M.B. (2024). Creating a space for regulation and reflection. Kappan, Vol. 106, No. 1, p. 44-48. https://kappanonline.org/creating-a-space-for-regulation-and-reflection/

Cueto, D., Brooks, W. & Browne, S. (2024). Roots and Refuge: A Critical Exploration of Nature in Black Visual Narratives. Humanities, 13, 121. https://doi.org/10.3390/h13050121

DiDomenico, J.*, Tincani, M., & Dowdy, A. (2024). Effects of smart watch delivered textual prompts on social initiations of adolescents with ASD. Behavioral Interventions, 39, e2022. https://doi.org/10.1002/bin.2022       

Ding, M., Mochaourab, R.*, & Spiro, B.* (2024). Promoting changes in elementary mathematics teaching: A case with inverse relations. Asian Journal for Mathematics Education 3(2), 143-173. https://doi.org/10.1177/27527263241256678

Ding, M., Huang, R., Pressimone Beckowski, C.*, Li, X., & Li, Y. (2024). A review of lesson study in mathematics education from 2015 to 2022: Implementation and impacts. ZDM Mathematics Education, 87-99. https://doi.org/10.1007/s11858-023-01538-8

Eisman, J. I.* & Patterson, T. (2024). Cultivating empathy in teacher education: Recommendations from theory and research. In T.A. Lucey & K.S. Cooter (Eds.), Critical empathy as teacher educator reform (pp. 3-30). Information Age Publishing.

Farrow, J.*, Hindman, A. H. & Wasik, B. A. (2024). Exploring relations between teachers' language- and code-based writing supports to early literacy and vocabulary learning in children with language vulnerabilities.  Reading and Writing Quarterly: Overcoming Learning Difficulties, 40(6), 619-640.

Farrow, J.*, Wasik, B. A., & Hindman, A. H. (2024).  Exploring the relations between teachers’ quality language features and preschoolers and kindergarteners’ vocabulary learning. Journal of Child Language, 1-29.

Farrow, J.*, Wasik, B. A., Hindman, A. H. & Farrow, M. J. (2024). Translating Ideas into Language: High-Impact Strategies to Nurture Children's Creative Composing in Early Childhood Classrooms. Early Childhood Education Journal.

Giglia, N., & Smith, K. N. (2024). Breaking the stained-glass ceiling: The gendered experiences of women college presidents of Catholic institutions. Advance online publication.  Journal of Women and Gender in Higher Education. https://doi.org/10.1080/26379112.2024.2376607

Griffen, B., Lorah, E., Caldwell, N., Hantula, D., Nosek, J., Tincani, M. & Lemley, S. (2024). The effects of intelligent agent technology on implementors’ fidelity of instructional strategies during handwashing acquisition in children with autism. Journal of Developmental and Physical Disabilities, 36, 793-819. https://doi.org/10.1007/s10882-023-09937-1

Han, I., Patterson, T., Ji, H.* & Eisman, J.* (2024). Virtual Reality and Immersive Tendency for Presence and Empathy. Journal of Interactive Learning Research, 35(3), 287-307. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2024 from https://www.learntechlib.org/primary/p/224707/

Jiang, X., Fang, L., & Mueller, C. (2024). Growth mindset: An umbrella for protecting socially stressed adolescents’ life satisfaction. School Psychology. https://psychnet.apa.org/doiLanding?doi=10.1037%2Fspq0000584

Jiang, X., Mueller, C. & Paley, N. (2024). A systematic review of growth mindset interventions targeting youth social–emotional outcomes. School Psychology Review, 53(3), 251-272. https: https://doi.org/10.1080/2372966X.2022.2151321

Ju, C-T., Mo, N., Zhang, W., Jiang, X., & Xue, J-F. (2024). The Reliability and Validity of the Chinese Version of the Mindful Self-Care Scale for College Students. Mindfulness. https://doi.org/10.1007/s12671-024-02308-7

Lehman, K. J., Stormes, K. N., Smith, K. N., & Lapan, J. C. (2024, March 20-23). Sealing the deal: Factors that promote computing interns’ interest in computing careers. Proceedings of the 55th Association for Computing Machinery Technical Symposium on Computer Science Education (ACM SIGCSE TS ’24), Portland, OR, USA. https://dl.acm.org/doi/abs/10.1145/3626252.3630921

McGinn, K. M., Booth, J. L., Huyghe, A., Young, L. K., & Donovan, M. S. (2024). Improving 5th Grade Mathematics Knowledge with Worked Examples and Self-Explanation Prompts. The Journal of Experimental Education, 1-19. https://www.tandfonline.com/doi/abs/10.1080/00220973.2024.2306384

McGinn, K., Young, L., Huyghe, A., & Booth, J. (2024). The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments. Journal of Research on Educational Effectiveness, 17(4), 1008-1030. https://www.tandfonline.com/doi/abs/10.1080/19345747.2023.2243254

Mueller, C., Jiang, X., & Winsor, D. (2024). Positive Psychology and Strengths-Based Interventions (SBIs): Implications for Uses with Special Student Populations. Education Sciences, Special Issue Commentary, 14(7), 753; https://doi.org/10.3390/educsci14070753

Neugebauer, S., Sandilos, L., Ellis*, E., Walls, M.* (in press). Teacher Gesture Bridge Meaning:  Unpacking Teacher Gesture in Storybook Read Alouds to Support Vocabulary. Early Childhood Research Quarterly.

Patterson, T. & Conrad, J.* (2024). Moving toward interdependent relations and anti-colonial understandings with theories of post-critical global citizenship. In B.A. Varga & E.C. Adams (Eds.) The theory-story reader for social studies (pp. 65-72). Teachers College Press.

Patterson, T., & Conrad, J. (2024). Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity. Curriculum Inquiry, 1–24. https://doi.org/10.1080/03626784.2024.2414969

Siuty, M. B., Beneke, M. R., & Handy, T. (2024). Conceptualizing White-Ability Saviorism: A Necessary Reckoning With Ableism in Urban Teacher Education. Review of Edcuational Research. https://doi.org/10.3102/00346543241241336

Siuty, M. B., & Meyer, K. M. (2024). Cripistemologies of Teacher Education: Centering disabled ways of knowing in learning to teach. Journal of Teacher Education. https://journals.sagepub.com/doi/10.1177/00224871241301996

Smith, K. N. (2024). Admissions, organization, culture, and policy: Understanding the postsecondary structures that shape women’s entry into computing bachelor’s programs. AERA Open, 10(1), 1–17. https://doi.org/10.1177/23328584241290758

Song, H.,  Zhang, W.,  Xu, J.,  Ju, C., & Jiang, X. (2024). Contrasting deficits on the function of phonological loop between children with Attention Deficit Hyperactivity Disorder and Reading disability. Psychological Reports. https://doi.org/10.1177/00332941241291035

Symonds, J., Kaplan, A., Upadyaya, K., Salmela Aro, K., Torsney, B. M., Skinner, E., & Eccles, J. S. (2024). Momentary student engagement as a dynamic developmental system. Journal of Theoretical and Philosophical Psychology. https://doi.org/10.1037/teo0000288

Tincani, M., Dowdy, A., & Brodhead, M. (2024). ABA promotes autonomy and choice of people with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-024-09949-5

Tincani, M., Gilroy, S., & Dowdy, A. (2024). Extensions of open science for applied behavior analysis: Preregistration for single case experimental designs. Journal of Applied Behavior Analysis, 57(4), 808-820. http://doi.org/10.1002/jaba.2909

Travers, J., Gilmour, A., & Tincani, M. (2024). Purpose and ethics of special education. In J.M. Kauffman, D.P. Hallahan, & P.C. Pullen (Eds). Handbook of Special Education (3rd ed.) (pp. 59-78). Routledge. https://www.routledge.com/Handbook-of-Special-Education/Kauffman-Hallahan-Pullen/p/book/9781032287362

Sheikh, S., & Cucchiara, M. (2024). ‘We can’t lose you’: social media and school culture during remote schooling. Learning, Media and Technology, 1–14. https://doi.org/10.1080/17439884.2024.2363976

Wagner, E., Batty, A., & Galaczi, E. (Eds.). (2024). The Routledge handbook of second language acquisition and listening. Routledge. https://www.routledge.com/The-Routledge-Handbook-of-Second-Language-Acquisition-and-Listening/Wagner-Batty-Galaczi/p/book/9781032113647

Wasik, B. A. & Hindman, A. H. (2024) Let Children Talk: Strategies to Foster Early Language and Vocabulary Development through Conversation. In Tremblay, R. E., Boivin, M., Peters, R.DeV, eds. Rvachew S. Encyclopedia on Early Childhood  Development 

Selected Awards and Honors

File/Life: We Remember Stories of Pennhurst
Institute on Disabilities

• National Council on Public History 2024 Outstanding Public History Project, Large Institution Award: Honorable Mention
• 2024 Disability History Association Public History Award: Honorable Mention
• 2024 ArtReach Kimmel Family Award for Accessible Experience
• Katie N. Smith: Selected Participant, National Endowment for the Humanities Summer Institute: Unpacking the History of Higher Education in the United States.

Juliet Curci: 2024 Moral and Courageous Community Organization Award from Cabrini University’s Center for Urban Education, Equity and Improvement for the work of the Pennsylvania Educator Diversity Consortium

Xu (Lilya) Jiang: Loretta C. Duckworth Scholars Studio Faculty Research Fellowship, Temple University https://library.temple.edu/services/faculty-fellowship-program-recipients

Izzy Kaufman and Nova McGiffert: Recipients of the 2024 Pride Award from IDEAL (Institutional Diversity, Equity, Advocacy and Leadership) in recognition of their commitment to LGBTQUI+ advocacy and contributions to gender and sexuality inclusion at Temple through their Healthy Sexuality Project at the Institute on Disabilities.

Michael W. Smith and co-authors (Sarah Levine, Daniel P. Moore and Emma Bene): 2024 Arthur Applebee Award for Excellence in Research on Literacy for their paper “What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature” from the University at Albany’s School of Education, in conjunction with the Literacy Research Association. https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.488

Barbara Wasik and Annemarie Hindman: 2024 Interactional Literacy Association Diane Lapp & James Flood Professional Collaborator Award

Temple University Faculty/Staff
*Temple University College of Education and Human Development doctoral or master’s student