Irma F. Brasseur-Hock, Whitney Miller, Jocelyn Washburn, Alyson J. Chroust, Michael F. Hock. (2021, Jan.). The effects of a comprehensive and supplemental middle school reading program. IARLD Journal. Retrieved from: https://www.researchgate.net/publication/348519334_The_effects_of_a_comprehensive_and_supplemental_middle_school_reading_program

Jean B. Schumaker, PhD, Lisa D. Walsh, PhD, Joseph B. Fisher, PhD, and Patricia Sampson Graner, PhD. (2021, Jan.) The Effects of Computerized Versus Collaborative Professional Development on Teachers’ and Students’ Performance Related to the Concept Anchoring Routine.  Journal of Learning Disabilities.  DOI: 10.1177/0022219420988001

Washburn, J. (2020, Dec.). Understanding Evidence Terminology to Communicate SIM Impact. Stratenotes, 29 (2). Lawrence, KS: University of Kansas Center for Research on Learning.

Jean B. Schumaker, Joseph B. Fisher, Lisa D. Walsh, Paula E. Lancaster (2020, Nov. 15). Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine. Learning Disabilities Research and Practice.  Retrieved from https://doi.org/10.1111/ldrp.12232

Amber Rowland, Sean J. Smith, K. Alisa Lowrey. (2020, Oct. 6). Connecting Evidence-Based Writing Strategies With Readily Available Technology Solutions. Teaching Exceptional Children.  Retrieved from https://journals.sagepub.com/doi/10.1177/0040059920954778

Leitzel, P., Woodruff, S., & Washburn, J. (2020, Oct.) Professional learning in a virtual environment: Emerging guidance from SIM professional developers. Stratenotes, 29 (1). Lawrence, KS: University of Kansas Center for Research on Learning.

Michael Faggella‐Luby, Endia Lindo, et. al. (2020, Aug. 31). A University–Lab School Writing Partnership Project: Benefits of Curriculum‐Based Measures and Intervention for Students With Learning Differences. The Reading Teacher. Retrieved from https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1938

Aceves, T.C., Fritschmann, N.S., Grimm, R.P. et al. Developing Early Reading Profiles for Latinx Kindergarten Students Using Typical Universal Screeners. Contemp School Psychol (2020). https://doi.org/10.1007/s40688-020-00288-8

Washburn, J. (2020, Apr.). An Interview with Jim Knight. Stratenotes, 28 (4). Lawrence, KS: University of Kansas Center for Research on Learning.

Ortiz, K., Rice, M., McKeown, T. & Tonks, D. (2020). Special Issue: Inclusion in Online Learning Environments. Journal of Online Learning Research, 6(3), 171-176. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/218374/.

Washburn, J. (2020). An Excerpt from an interview with Jim Knight. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Washburn, J. (2020). Solutions to challenges with technology-enhanced professional development. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Ortiz, K. (2019, March 13). Office of Civil Rights: Ensuring Equitable Access to Online Learning. [Blog post]. Retrieved from https://www.digitallearningcollab.com/blog/ensuring-equitable-access-to-...

Ortiz, K., & Crouse, T. (2019). Equitable Enrollment Practices: A Guide for Charter Schools. (Training Modules for Wisconsin Resource Center for Charter Schools). https://www.wrccs.org/cms_files/resources/Equitable%20Enrollment%20Pract... Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., & Crouse, T. (2019). Perceptions of Parents of Children with Disabilities Attending Virtual Schools. (Guidance Document for Multi-State Parent Consortium on Online Learning). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., & Mellard, D. (2019). Policy Recommendations for Indiana State Enabled Act 567. (Guidance Document for Indiana Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Crouse, T., & Mellard, D. (2019). Individualized Education Programs: Present Levels of Academic and Functional Performance, Annual Goals, Specially Designed Instruction, and Related Services in Indiana Virtual Schools. (Technical Research Report for Indiana Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Crouse, T., & Mellard, D. (2019). Parent School Choice Guidance. (Guidance Document for Indiana Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Crouse, T., & Mellard, D. (2019). Parent School Choice Guidance. (Guidance Document for Utah Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Crouse, T., & Mellard, D. (2019). Wisconsin Virtual Schools and the Individuals with Disabilities Education Act: Current Policies, Perceived Priorities, and Areas of Need. (Technical Report for Wisconsin Department of Instruction). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Curry, T., & Mellard, D. (2019). Least Restrictive Environment in Virtual Schools: A Policy Brief. (Technical Research Report for Indiana Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative.

Washburn, J. (2019). Be your own coach! Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Washburn, J. (2019). High leverage practices in schools. StrateNotes, 27(5). Lawrence, KS: University of Kansas Center for Research on Learning.

Washburn, J. (2019). Should teachers adapt evidence-based practices? Stratenotes, 28(2). Lawrence, KS: University of Kansas Center for Research on Learning.

Washburn, J. (2019). Virtual tools for coaching: Why, how, and what. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Ault, M. M. (2018). Premack Principle. In B. Frey (Ed.), Encyclopedia of educational research, measurement, and evaluation. SAGE Publications.

Ault, M. M. (2018). Reinforcement. In B. Frey (Ed.), Encyclopedia of educational research, measurement, and evaluation. SAGE Publications.

Crouse, T., Ortiz, K., & Mellard, D. (2018). Special Education Considerations for Least Restrictive Environments in Virtual Schools (Technical Research Report for Utah Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative, University of Kansas.

James, J. & Whitaker, H., (2018). Expanding the palette: Ubiquitous use of technology in arts in education. (pp. 2-7). Featured Article, U.S. Department of Education Arts in Education Quarterly Newsletter. Issue 3, Volume 1, March 2018. https://arts.ed.gov/services/PDCService.svc/GetPDCDocumentFile?fileId=29571

Ortiz, K. (2018). Understanding IDEA and other Laws Regarding Special Education. (Training Modules for Wisconsin Resource Center for Charter Schools). Lawrence, KS: Inclusive Digital Era Collaborative.

Ortiz, K., Crouse, T., & Mellard, D. (2018). Special Education Considerations Zero Reject and Enrollment Practices in Virtual Schools. (Technical Research Report for Utah Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative, University of Kansas.

Ortiz, K., Crouse, T., & Mellard, D. (2018). The Provision of Access to Virtual Schools through Accommodations, Program Modifications, and Accessible Technology. (Technical Research Report for Utah Department of Education). Lawrence, KS: Inclusive Digital Era Collaborative, University of Kansas.

Ortiz, K., Rice, M., Crouse, T., & Mellard, D. (2018). The Individuals with Disabilities Education Act in digital learning environments: Procedural safeguards and parent participation. (Training Modules for Oklahoma Statewide Virtual Charter School Board). Lawrence, KS: Inclusive Digital Era Collaborative. http://www.kaltura.com/tiny/vf8ff

Ortiz, K., Rice, M., Crouse, T., & Mellard, D. (2018). The Individuals with Disabilities Education Act in digital learning environments: Zero Reject, FAPE, LRE, Non-Discriminatory Evaluation. (Training Modules for Oklahoma Statewide Virtual Charter School Board). Lawrence, KS: Inclusive Digital Era Collaborative. http://www.kaltura.com/tiny/ubcby

Ortiz, K., Rice, M., Lancaster, S., Deschaine, M., & Mellard, D. (2018). A Systematic Policy Scan of Current Policies for the Provision of Special Education Services in Fully Online Statewide Virtual Schools. Lansing, MI: Michigan Virtual University.

Rice, M., & Deshler, D. (2018). Too many words, too little support. Vocabulary support in online science courses. International Journal of Web-Based Learning and Teaching Technologies, 13(2).

Rice, M., Crouse, T., Ortiz, K., & Mellard, D. (2018). The Individuals with Disabilities Education Act in Digital Learning Environments: Individualization, accommodations, accessibility, student engagement. (Training Modules for Oklahoma Statewide Virtual Charter School Board). Lawrence, KS: Inclusive Digital Era Collaborative. http://www.kaltura.com/tiny/zykoz

Rice, M., Ortiz, K., Crouse, T., & Mellard, D. (2018). The Individuals with Disabilities Education Act in digital learning environments: Individualized Education Programdevelopment. (Training Modules for Oklahoma Statewide Virtual Charter School Board). Lawrence, KS: Inclusive Digital Era Collaborative. http://www.kaltura.com/tiny/no2eg

Rowland, A. (2018). Treatment Integrity. In B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation.

Rowland, A., Ellis, J., Ball, L., Mohn, J., Schwarting, J., Ault, M., Bradley, B., Bulgren, J., & Craig-Hare, J. (2018). Understanding Genetics through Argumentation: A Unit of Study. Lawrence, KS: University of Kansas. Unit development part of three-year grant funded by the National Science Foundation, DRL - Discovery Research K-12, (NSF Award ID# - 1316799).

Washburn, J. (2018). A Coaching focus for special educators. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Washburn, J. (2018). Collegial coaching for special educators. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Washburn, J. (2018). High Leverage Practices in Special Education: Collaboration Laminated Guide by National Professional Resources, Inc. and Council for Exceptional Children.

Washburn, J. & Billingsley, B. (2018). Leading effective meetings with professionals and families. Published in High-leverage practices in inclusive classrooms. London: Routledge Press.

Aceves, T.A., & Fritschmann, N.F. (2017). Making it count: Informing classroom instruction when monitoring students’ progress in Jeff Bakken (Ed.) Classrooms: Practices, Assessment and Improvement Strategies’. Hauppauge, NY. Nova Publishers.

Bradley, B.A. (2017). Around and around the water cycle. Science and Children, 54(6), 42 – 49.

Bradley, B.A., & Emerson, A.M. (2017). Learning about culture and teaching during an immersion study abroad program. In H. An (Ed.), Efficacy and implementation of study abroad programs for P-12 teachers (pp. 174-191). Hershey, PA: IGI Global Publications. doi:10.4018/978-1-5225-1057-4.ch010

Bradley, B.A., Hock, M., Brasseur-Hock, I., & Ruggles, M. (2017). So you want to flip your class? 9 guidelines to read first. New Teacher Advocate, 24(3), 16-17.

Craig-Hare, J., Ault, M., & Rowland, A. (2017). The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation. Journal of Education in Science, Environment and Health (JESEH), 3(2), 110–125. https://doi.org/10.21891/jeseh.325783

Craig-Hare, J., Rowland, A., Ault, M., & Ellis, J. D. (2017). Practicing Scientific Argumentation Through Social Media. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (pp. 82–111). Hershey, PA: IGI Global.

Ellis, J., Rowland, A., Ault, M., Craig-Hare, J., Bulgren, J., & Bradley, B. (2017). Final Report for Enhancing Argumentation with Social Media: Supporting Teacher Professional Learning and Student Science Practice. Funded by the National Science Foundation, DRL - Discovery Research K-12, (NSF Award ID# - 1316799).

Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duval, B. (2017). The Effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities, 50(2), 195-212.

Hock, M.F., Bulgren, J.A. & Brasseur-Hock, I. (2017) The Strategic Instruction Model: The less addressed aspects of effective instruction for high school students with learning disabilities. Learning Disabilities Research and Practice doi 10.1111/ldrp.12139

Kingston, N., Wang, W., Davis, M. H., Tonks, S., Tiemann, G., & Hock, M. F. (2017). Gender and grade differences on reading motivation, behavior, engagement, and achievement scales and strength of relationships among the scales. The Center for Educational Testing and Evaluation, Lawrence, KS.

Knight, D. S., Hock, M. F. & Knight, J. (2017). Designing instructional coaching. In C. M. Reigeluth, B. J. Beatty, & R. D. Myers (Eds.) Instructional-design theories and models, The learner-centered paradigm of education, Vol. IV, Routledge, New York, NY.

Knight, D., Knight, M. J., & Hock, M. F. (2017). Evaluation of video-based instructional coaching for middle school teachers: Evidence from a multiple baseline study. Educational Forum.

Knight, D., Knight, M. J., Hock, M. F., & Skrtic, T. (2017). Cost-Effectiveness of instructional coaching: Implementing a design-based, continuous improvement model to advance teacher professional development in middle schools. Educational Forum.

Kreuger, K. & James, J. (2017). Digital Equity: The civil rights issue of our time. In B. Shark, A., The digital journey in K-12 education: Overcoming roadblocks and embracing innovation. (pp. 213-228). Washington, D.C.: Public Technology Institute.

Krueger, K. & James, J. (2017) Digital Equity: The civil rights issue of our time. Principal. March/April 2017. https://www.naesp.org/principal-marchapril-2017-technology-all/digital- equity-civil-rights-issue-our-time

Myers, S. (2017). Virtual communities of practice: A study of capacity-building professional learning for teachers (Doctoral dissertation).

Ortiz, K., Rice, M., & Smith, S. (2017). Roles and Responsibilities of Parents of Virtual School Students with Disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.

Rice, M., Smith, S. & Ortiz, K. (2017). Parents’ Perceptions of Social/Emotional Support for their Children with Disabilities in Fully Online Schools. Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.

Rowland, A., Craig-Hare, J., Ault, M., Ellis, J., & Bulgren, J. (2017). Social media: How the next generation can practice argumentation. Educational Media International, 3987(August), 1– 13. https://doi.org/10.1080/09523987.2017.1362818

Smith, S., Ortiz, K., & Rice, M. (2017). Mapping the Movement of Special Education services when Students with IEPs Enroll in Online Learning Environments. Lawrence, KS: Center on Online Learning and Students with Disabilities, University of Kansas.

Washburn, J. (2017). Coaching: A Service for yourself. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Washburn, J. (2017). Contributor to Research Synthesis for HLP 2 (pp. 30-31, Published in McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis T. Maheady, L., Rodriquez, J., Scheeler, M.C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center.

Washburn, J. (2017). Teaching secondary students literacy skills for content learning. In J. Bakken (Ed.), Classrooms: Academic content and behavior strategy instruction for students with and without disabilities. Hauppauge, NY: NOVA Science Publishers.

Xie, J., Basham, J.D., Marino, M.T., & Rice, M.F. (2017) Reviewing research on mobile learning in k-12 educational settings: Implications for students with disabilities. Journal of Special Education Technology. doi:10.1177/0162643417732292

Aceves, T.A., & Fritschmann, N.S. (2016). A focus on content enhancement routines. Current Practice Alerts. 24, 1-6. Retrieved from http://TeachingLD.org/alerts.

Ault, M., Craig-Hare, J., & Frey, B. (2016). The Impact of a Racing Feature on Middle School Science Students’ Performance in an Educational Game: International Journal of Game- Based Learning, 6(3), 18–33. doi:10.4018/IJGBL.2016070102

Ault, M., Craig-Hare, J., Ellis, J. D., Bulgren, J., Kretschmer, I., & Frey, B. B. (2016). Using Reason Racer to Support Argumentation in Middle School Science Instruction. In M. J. Urban & D. A. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 399–431). doi:10.4018/978-1-4666-9616-7.ch018

Basham, J. D., Carter Jr, R. A., Rice, M. F., & Ortiz, K. (2016). Emerging state policy in online special education. Journal of Special Education Leadership, 29(2), 70-78.

Basham, J. D., Hall, T. E., Carter, Jr., R. A., & Stahl, W. M. (2016). An operationalized definition of personalized learning. Journal of Special Education Technology. DOI: 10.1177/0162643416660835

Basham, J.D., Carter, R.A., Rice, M.F., Ortiz, K. (2016). Emerging State Policy in Online Special Education. Journal of Special Education Leadership.

Basham, J.D., Smith, S.J., Satter, A.L. (2016). Universal design for learning: Scanning for alignment in K-12 blended and fully online learning materials. Journal of Special Education Technology. DOI: 10.1177/0162643416660836

Bell, S. D., Smith, S. J., & Basham, J. D. (2016). Case in point: A statewide blended learning initiative for students with disabilities: What makes it work? A director's perspective. Journal of Special Education Leadership, 29(2), 113-116.

Belo, N., McKenny, S., Voogt, J., Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60, 372 – 383. DOI: 10.1016/jchb.2016.02.053

Bradley, B.A. (2016). Integrating the curriculum to engage and challenge children. Young Children, 71(3), 8 – 16.

Bradley, B.A., Colwell, J., & Spearman, M. (2016). Developing a faculty-led study abroad. In J. A. Rhodes & T.M. Milby (Eds.), Advancing Teacher Education and Curriculum Development through Study Abroad Programs (pp. 1 – 21). Hershey, PA: IGI Global Publications. DOI: 10.4018/978-1-4666-9672-3.ch001

Colwell, J. Nielsen, D.C., Bradley, B.A., & Spearman, M. (2016). Pre-service teacher reflections about a short-term summer study abroad experience. In J. A. Rhodes & T.M. Milby (Eds.), Advancing Teacher Education and Curriculum Development through Study Abroad Programs (pp. 90 – 110). Hershey, PA: IGI Global Publications. DOI: 10.4018/978-1-4666-9672-3.ch006

Craig-Haare, J., Rowland, A., Ellis, J., Bulgren, J., Ault, M., & Bradley, B. (2016). Content Enhancement Series by Center for Research on Learning; Available on CRL website. Argumentation Essay Scoring Rubric.

Craig-Hare, J., Rowland, A., Ellis, J., Bulgren, J., Ault, M., & Bradley, B. (2016). Argumentation essay scoring rubric. Lawrence, KS: University of Kansas. Rubric used for demonstrating acquired scientific argumentation concepts

Ellis, J., Rowland, A., Ault, M., Craig-Hare, J., Bulgren, J., & Bradley, B. (2016). Annual Report for Enhancing Argumentation with Social Media: Supporting Teacher Professional Learning and Student Science Practice. Funded by the National Science Foundation, DRL - Discovery Research K-12, (NSF Award ID# - 1316799).

Gaumer Erickson, A.S., Noonan, P.M., Brussow, J. & Supon Carter, K. (2016). Measuring the quality of professional development training. Professional Development in Education. DOI: 10.1080/1941525.2016.1179665.

Gaumer Erickson, A.S., Noonan, P.M., Supon Carter, K., McGurn, L., & Purifoy, E. (2015). The Team Functioning Scale: Evaluating and improving effectiveness of school teams. International Journal of Educational Research, 69, 1-11

McKenney, S. & Bradley, B. (2016). Assessing teacher beliefs about early literacy curriculum implementation. Early Child Development and Care, 186(9), 1415 – 1428. 10.1080/03004430.2015.1096784

Myers, S. & Vest, J. (2016). From Lenin to Lennon: Using music to revive the classics. In L. Johnson & C. Goering (Eds.) Recontextualized: A framework for teaching English with music (pp. 113-128). Rotterdam: Sense Publishers.

Ortiz, K., Nicholis, M. (2016). National Review of Online Learning Guidance and Policy. Equity Matters: Digital & Online Learning for Students with Disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities.

Price, L.H., & Bradley, B.A. (2016). Revitalizing Read Alouds: Interactive Talk About Books With Young Children, PreK-2. Teachers College Press.

Rice, M., Ortiz, K. (2016). Challenges, Opportunities, and Lingering Questions. Equity Matters: Digital & Online Learning for Students with Disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities.

Rowland, A., & Craig-Hare, J. (2016). How the Next Generation Can Practice Argumentation: Social Media and Gaming. Research paper presented at the annual meeting of the International Society of Technology in Education (ISTE), Denver, CO

Smith, S. J. & Rowland, A. (2016). Improving Technology Applications Through Writing Instruction: Multi-tasking at its best. Closing the Gap. Oct/Nov 2016 35(4): 9-14.

Smith, S. J., Basham, J. D., Rice, M. & Carter, Jr. R. A. (2016). Preparing special education teachers for online learning: findings from a survey of teacher educators. Journal of Special Education Technology. doi:10.1177/0162643416660834

Smith, S.J., Basham, J.D., Hall, T (2016) The emerging field of online special education. Journal of Special Education Technology. doi:10.1177/0162643416660839

Washburn, J. (2016). Partner for effective instruction, Part II. Aspiring Special Education Leaders Newsletter. Richmond, VA: Virginia Department of Education.

Ault, M., Craig-Hare, J., Frey, B., Ellis, J. D., & Bulgren, J. (2015). The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation. Journal of Research on Technology in Education, 47(1), 21–40. doi:10.1080/15391523.2015.967542

Basham, J.D., Stahl, S., Ortiz, K., Rice, M.F., & Smith, S. (2015). Equity Matters: Digital & Online Learning for Students with Disabilities. Lawrence, KS: Center on Online Learning and Students with Disabilities.

Brasseur-Hock, I. F., Deshler, D. D., & Hock, M. F. (2015). Reading comprehension instruction for middle and high school students in English language arts: Research and evidence-based practices. K.L. Santi, & D.K. Reed (Eds.), Improving Reading Comprehension of Middle and High School Students, Literacy Studies 2nd Ed., 10, DOI 10.1007/978-3-319-14735-2_5

Bulgren, J., & Ellis, J. (2015). The Argumentation and Evaluation Guide: Encouraging NGSS-based critical thinking. Science Scope, 38 (7), 78–85.

Deshler, D. D. (2015). Moving in the right direction but at what speed, and how smoothly? Remedial and Special Education, 36(2), 72-77.

Ellis, J. D., Rowland, A., Ault, M., Hare, J. Craig, Bulgren, J., & Bradley, B. (2015). Annual Report to DRL- Discovery Research K-12 of the National Science Foundation for Enhancing Argumentation with Social Media: Supporting Teacher Professional Learning and Student Science Practice (NSF award #1316799).

Ellis, J., Bulgren, J., Rowland, A., Craig-Hare, J., Ault, M., & Bradley, B. (2015). Argumentation and evaluation writing assignment scoring rubric. Lawrence, KS: University of Kansas. Rubric used for demonstrating acquired scientific argumentation concepts.

Ellis, J., Rowland, A., Ault, M., Craig-Hare, J., Bulgren, J., & Bradley, B. (2015). Annual Report for Enhancing Argumentation with Social Media: Supporting Teacher Professional Learning and Student Science Practice. Funded by the National Science Foundation, DRL - Discovery Research K-12, (NSF Award ID# - 1316799).

Frey, B.B., Ellis, J.D., Bulgren, J.A., Craig Hare, J. & Ault, M. (2015). Development of a test of scientific argumentation. Electronic Journal of Science Education, 19, (4), 1-18.

Gaumer Erickson, A.S., Noonan, P.M., Supon Carter, K., McGurn, L., & Purifoy, E. (2015). The Team Functioning Scale: Evaluating and improving effectiveness of school teams. International Journal of Educational Research, 69, 1-11.

Gaumer Erickson, A.S., Noonan, P.M., Zheng, C., & Brussow, J.A. (2015). The relationship between self-determination and academic achievement for adolescents with intellectual disabilities. Research in Developmental Disabilities, 36, 45-54.

Greer, D.L., Harvey, D., Burdette, P., Basham, J.D. (2015). FAPE and LRE in online learning: Special education directors’ perspectives. Journal of the American Academy of Special Education Professionals, 53-71.

Hock, M. F., & Brasseur-Hock, I. F. (2015). Comprehension instruction for at-risk students. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom, 2nd Ed. The International Reading Association.

Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duval, B. (2015). The Effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities. 50(2), 195-212.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2015). Possible selves and learners. In S. Lopez & A. Beauchamp, (Eds.), The encyclopedia of positive psychology 2nd Ed. Oxford, England: Blackwell Publishing.

Hock, M.F., & Brasseur-Hock, I. F. (2015). Comprehension instruction for at-risk students. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom, 2nd Ed. The International Reading Association.

Knight, J., Elford, M., Hock, M. F., Dunekack, D., Bradley, B., Deshler, D. D., & Knight, D. (2015). 3 steps to great coaching: A simple but powerful instructional coaching cycle nets results. JSD The Learning Forward Journal, 36(1), 10-20.

Knight, J., Elford, M.D., Hock, M.F., Dunekack, D., Bradley, B., Deshler, D.D., & Knight, D. (2015). The Instructional Coaching Cycle: Essential Skills for Instructional Coaches. Journal of Staff Development, 36(1), 10 – 18.

Noonan, P.M., Gaumer Erickson, A.S. & Stanley, J. (in press). Collaboration to improve transportation. Journal of Rehabilitation.

Rowland, A., Ellis, J., Craig-Hare, J., Ault, M., Bradley, B., Bulgren, J. (2015). Social Media for Learning: Platform Preferences, Digital Citizenship and Authenticity. Paper presentation given at the annual meeting of the International Society for Technology in Education (ISTE). Philadelphia, PA.

Ault, M., (2014). How games can engage students and improve learning. eSchool News: Daily Tech News & Innovation. Retrieved from www.eschoolnews.com/2014/06/06/games-engage- students-241/10.1080/15391523.2015.967542

Bulgren, J. A., Ellis, J. D., & Marquis, J. G. (2014). The use and effectiveness of an Argumentation and Evaluation Intervention in science classes. Journal of Science Education and Technology, 23 (1), 82–97.

Ellis, J., Rowland, A., Ault, M., Craig-Hare, J., Bulgren, J., & Bradley, B. (2014). Annual Report for Enhancing Argumentation with Social Media: Supporting Teacher Professional Learning and Student Science Practice. Funded by the National Science Foundation, DRL - Discovery Research K-12, (NSF Award ID# - 1316799).

Gaumer Erickson, A.S. (2014). Evaluating the quality of professional development. American Evaluation Association Tip-a-Day. Available at http://aea365.org/blog/ed-eval-tig-week-amy-gaumer-erickson-on-evaluatin....

Gaumer Erickson, A.S., Noonan, P.M., Brussow, J.A., & Gilpin, B. (2014). The impact of IDEA Indicator 13 compliance on postsecondary outcomes. Career Development and Transition for Exceptional Individuals, 37, 161-167.

Greer, D. L., Rowland, A., & Smith, S. J. (2014). Critical considerations for teaching students with disabilities in online environments. TEACHING Exceptional Children. May/June 2014 46: 79-91.

Greer, D., Deshler, D. D., & Rice, M. (2014). Principles of text complexity to online environments. Perspectives on language and learning. Winter, 9-15.

Greer, D.L., Smith, S.J., Basham, J.D., (2014). Practitioners’ perceptions of their knowledge, skills, competencies in online teaching of students with and without disabilities. Journal of the American Academy of Special Education Professionals, 150-165.

Harvey, D., Greer, D., Basham, J. & Hu, B. (2014). From the student perspective: Experiences of middle and high school students in online learning. American Journal of Distance Education. 28, 14-26.

Hock, M. F., Brasseur-Hock, I. B., & Deshler, D. D. (2014). Responding to the needs of adolescents with severe reading disabilities. New England Reading Association Journal, 49(2), 9-18.

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Thousand Oaks, CA: Corwin.

Marino, M.T., Becht, K., Vasquez, E. Gallup, J.L., Basham, J.D. Gallegos B. (2014) Enhancing secondary science content accessibility with video games. Teaching Exceptional Children, 47, 27-34.

Marino, M.T., Gotch, C.M., Israel, M, Vasquez, E., Basham, J.D., Becht, K. (2014). UDL in the middle school science classroom: Can video games and alternative text heighten engagement and learning for students with learning disabilities? Learning Disabilities Quarterly, 37, 87-99.

Noonan, P. (2014). Transition Teaming: 26 strategies for interagency collaboration. Council for Exceptional Children, Division of Career Development and Transition.

Noonan, P.M., Gaumer Erickson, A.S., McCall, Z., Frey, B., & Zheng, C. (2014). Evaluating Change in Interagency Collaboration of a State-Level Interagency Education Team: A Social Network Approach within a Utilization-Focused Framework. Educational Assessment, Evaluation & Accountability DOI 10.1007/s11092-014-9193-2.

Rowland, A., Craig-Hare, J., Ault, M., Bradley, B. & Ellis, J. (2014). Our Claim: Social Media Might Facilitate The Practice Of Scientific Argumentation. Paper presentation given at the annual meeting of the International Society for Technology in Education (ISTE). Atlanta, GA.

Shapiro, E. S., & Fritschmann, N. S. & Sigman, L. B. (2014). The development of a retell rubric as a progress-monitoring tool in reading comprehension using narrative passages. Reading Psychology, 35(7).

Smith, S.J. & Basham, J. (2014). Designing online learning opportunities for students with disabilities. Teaching Exceptional Children, 1-11.

Zheng, C., Gaumer Erickson, A.S., Kingston, N., & Noonan, P.M. (2014). The relationship among self-determination, self-concept, and academic achievement. Journal of Learning Disabilities, 47, 462-474.

Bradley, B., Knight, J., Harvey, S., Hock, M., Knight, D., Skrtic, T., Brasseur-Hock, I., & Deshler, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Introduction and illustrative cases. pp. 299-318). Enschede, the Netherlands: SLO. http://international.slo.nl/bestanden/Ch15.pdf/

Basham, J. D., & Marino, M. (2013). Understanding STEM education and supporting students with universal design for learning. Teaching Exceptional Children, 45(4), 8-15.

Basham, J.D., Smith, S.J., Greer, D.L., and Marino, M.T. (2013). The scaled arrival of K-12 online education: Emerging realities and implications for the future of education. Journal of Education, 193(2), 51-59.

Bradley, B., Knight, J., Harvey, S., Hock, M., Knight, D., Skrtic, T., Brasseur-Hock, I., & Deshler, D. (2013). Improving instructional coaching to support middle school teachers in the United States. In T. Plomp, & N. Nieveen (Eds.), Educational design research – Part B: Illustrative cases (pp. 299-318). Enschede, the Netherlands: SLO.

Bradley, B.A. (2013). A formative experiment to enhance teacher-child interactions in a preschool classroom. In T. Plomp & N. Nieveen (Eds). Educational design research: Introduction and illustrative cases. Enschede, The Netherlands: SLO, Netherlands Institute for Curriculum Development. http://international.slo.nl/bestanden/Ch01.pdf/

Bulgren, J. A., Graner, P. S., & Deshler, D. D. (2013). Literacy and challenges for students with learning disabilities in social studies and history. Learning Disabilities Research and Practice, 28(1), 17-27.

Bulgren, J.A., Marquis, J.G., Deshler, D.D., Lenz, B.K., & Schumaker, J.B. (2013). The use and effectiveness of a question exploration routine in secondary-level English language arts classrooms. Learning Disabilities: Research and Practice, 28(4), 156-169.

Gaumer Erickson, A.S. & Noonan, P. (2013). College and Career Competency Framework. Lawrence, KS: University of Kansas, Center for Research on Learning.

Gaumer Erickson, A.S., Noonan, P.M., Brussow, J.A., & Gilpin, B. (2013). The impact of district Indicator 13 compliance on post-school outcomes. Career Development and Transition for Exceptional Individuals. DOI: 10.1177/2165143413481497

Hock, M. F., Brasseur-Hock, I. F., & Deshler, D. D. (2013). Evidence supporting the Fusion Reading program. Chicago, IL: McGraw-Hill Education.

Israel, M. Marino, M.T., & Basham, J.D., Spivak, W. (2013). Fifth graders as app designers: How diverse learns conceptualize education apps. Journal of Research on Technology Education, 46(1), 53-80.

Kennedy, M. J., Deshler, D. D., & Lloyd J. W. (2013). Effects of multi-media vocabulary instruction on adolescents with learning disabilities. Journal of Learning Disabilities.

Knight, J. (2013). High-impact instruction: A framework for great teaching. Thousand Oaks, CA: Corwin.

Noonan, P.M., Gaumer Erickson, A.S., & Morningstar, M.E. (2013). Effects of community transition teams on interagency collaboration for school and adult agency staff. Career Development and Transition for Exceptional Individuals, 36, 96-104.

Rowland, A., Smith, S. & Basham, J. (2013). Integrating Technology through Universally Designed Professional Learning. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. Chesapeake, VA: AACE.

Ault, M., Craig-Hare, J., Bulgren, J. & Ellis, J. (2012). Analysis of a game feature designed to heighten engagement and learning. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2462-2466). Chesapeake, VA: AACE. Retrieved January 1, 2013 from http://www.editlib.org/p/39952

Bradley, B.A., Reinking, D., Colwell, J., Hall, L.A., Fisher, D., Frey, N., & Baumann, J.F. (2012). Clarifying formative experiments in literacy research. In P.J. Dunston, S.K. Fullerton, C. C. Bates, K. Headley, P. M. Stecker (Eds.), 61st Literacy Research Association Yearbook. Oak Creek, WI: LRA.

Brasseur-Hock, I. F., Deshler, D. D., & Hock, M. F. (2012). Reading comprehension instruction for middle and high school students in English language arts: Research and evidence-based practices. In K. Santi & D. Reed (Eds.). Improving comprehension instruction for middle and high school students.

Carnahan, C., Basham, J. D., Christman, J., & Hollingshead, A. (2012). Overcoming challenges: Going mobile with your own video models. Teaching Exceptional Children, 45(2), 50-59.

Craig Hare, J., & Ault, M. (2012, March). Supporting scientific argumentation in the classroom. In Society for Information Technology & Teacher Education International Conference (Vol. 2012, No. 1, pp. 2495-2497). Gaumer Erickson, A. S., Noonan, P. M., & McCall, Z (2012). Effectiveness of online professional development for rural special educators. Rural Special Education Quarterly 3, 22-32.

Gaumer Erickson, A. S., Zheng, C., Kingston, N., & Noonan, P. M. (2012). The relationship among self-determination, self-concept, and academic achievement for students with learning disabilities. Journal of Learning Disabilities.

Gaumer Erickson, A.S., Noonan, P.M., & Jenson, R. (2012). The School Implementation Scale: Measuring implementation in response to intervention models. Learning Disabilities: A Contemporary Journal, 10(2), 33-52.

Gaumer Erickson, A.S., Noonan, P.M., & McCall, Z. (2012). Effectiveness of online professional development for rural special educators. Rural Special Education Quarterly, 31, 22-32.

Gaumer Erickson, A.S., Soukup, J.H., & Noonan, P. (2012). College and Career Competency Wheel. Lawrence, KS: University of Kansas, Center for Research on Learning. Derived in part from Pelligrino, J.W. & Hilton, M.L. (Eds.). 92012) Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Washington, DC: National Academies Press.

Haydon, T., Hawkins, R., Basham, J., Denune, H., Kimener, L., & McCoy, D. (2012). A comparison of iPads and worksheets on math skills of 9th grade students with emotional disorders. Behavioral Disorders, 37(4), 232-243.

Hock, M. F. (2012). Effective instruction for adults with specific learning disabilities. Journal of Learning Disabilities. Special Issue. Adults with specific learning disabilities: The adult education perspective. Spring 2012.

Knight, J. Bradley, B.A., Hock, M., Skrtic, T.A., Knight, D., Brasseur-Hock, I., ... Hatton, C. (2012). Record, replay, reflect: Video taped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Knight, J. M., & Hock, M. F. (2012). Instructional Coaching: Establishing partnerships for effective teacher professional learning. In B. Beatty (Ed.) Volume IV of instructional design theories and models.

Knight, J. M., Bradley, B. A., Hock, M. F., Skrtic, T. M., Knight, D., Brasseur-Hock, I. F., Clark, J., Ruggles, M., & Hatton, C. (2012). Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. Journal of Staff Development, 33(2), 18-23.

Knight, J., Bradley, B., Hock, M. Skritc, T., Knight, D., Brasseur-Hock, I., Deshler, D., Ruggles, M., & Hatton, C. (2012), Record, replay, reflect: Videotaped lessons accelerate learning for teachers and coaches. The Journal of Staff Development, 33(2), 18 – 23.

Lillenstein, J., Fritschmann, N.S., & Moran, L. (2012). Pennsylvania’s Secondary RtII Initiative: Impact of a multi-tiered system of support in middle schools. Perspectives on Language and Literacy, 38(2), 20-29.

Marino, M. T., Israel, M., Beecher, C. C., & Basham, J. D. (2012). Students' and teachers' perceptions of using videogames to enhance science instruction. Journal of Science Education and Technology. DOI 10.1007/s10956-012-9421-9

Mellard, D. F., & Fall, E. (2012). Component model of reading comprehension for adults with low literacy. Learning Disability Quarterly, 35(1), 10-23.

Mellard, D. F., Krieshok, T., Fall, E., & Woods, K. (2012). Dispositional factors affecting motivation during learning in adult basic and secondary education programs. Reading and Writing: An Interdisciplinary Journal. Online First at DOI 10.1007/s11145-012- 9413-3

Mellard, D. F., Prewett, S., & Deshler, D. D. (2012). Strong leadership for RTI success. Principal Leadership, 12(8), 28-34.

Mellard, D. F., Woods, K., & Md Desa, Z. D. (2012). An oral reading fluency assessment for young adult career and technical education students. Learning Disabilities Research & Practice, 27(3), 125-135.

Mitchell, B. B., Deshler, D. D., & Lenz, B. K. (2012). Examining the role of the special educator in a response to intervention model, Learning Disabilities: A Contemporary Journal. 10(2), 53-74.

Noonan, P. (2012). When do I call 911? In A. S. Gaumer Erickson, G. M. Clark, & J. R. Patton (Eds.), Informal assessments for transition planning (2nd ed.). Austin, TX: PRO-ED.

Noonan, P. M., McCall, Z. A., Zheng, C., & Gaumer Erickson, A. S. (2012). An analysis of collaboration in a state-level interagency transition team. Career Development and Transition for Exceptional Individuals. doi: 10.1177/2165143412443083.

Noonan, P., & Morningstar, M. M. (2012). Effective strategies for interagency collaboration. In M. L. Wehmeyer & K. W. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 312-328). New York, NY: Routledge.

Noonan, P., Gaumer Erickson, A., and Morningstar, M. (2012). Effects of community transition teams on interagency collaboration for school and adult agency staff. Career Development for Exceptional Individuals.

Noonan, P., McCall, Z., Zheng, C., & Gaumer Erickson, A.S. (2012). An analysis of collaboration in a state-level interagency transition team. Career Development for Exceptional Individuals, 35, 143-154.

Price, L. H. & Bradley, B. A. (2012). Kansas Guide to Learning: Literacy. Birth-Five Years of Age. http://community.ksde.org/LinkClick.aspx?fileticket=mGa80anlsXw%3D&tabid...

Price, L.H., Bradley, B. A., Smith, J. M. (2012). A comparison of preschool teachers’ talk during storybooks and information book read alouds. Early Childhood Research Quarterly. 27, 426 - 440. doi:10.1016/j.ecresq.2012.02.003

Rowland, A. (2012). Exploring How Conversations Meet Teacher Learning Needs (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 3504065)

Rowland, A. (2012). Exploring How Conversations Meet Teacher Learning Needs. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3043-3047). Chesapeake, VA: AACE.

Ault, M., Craig-Hare, J., Bulgren, J., Scherrer, D., & Adams, D. (2011). Iterative development process for the Evidence Game: A scientific argumentation game for middle school students. Proceedings of Society for Information Technology and Teacher Education International Conference, Nashville, TN. http://site.aace.org/conf/

Ault, M., Craig-Hare, J., Frey, B. & Tiemann, G. (2011). Use of targeted games to support instruction. Proceedings of Society for Information Technology & Teacher Education International Conference, 2011(1). http://site.aace.org/conf/

Beglau, M., Craig-Hare, J., Foltos, J., Gann, K., James, J., Jobe, H., Knight, J., & Smith, B. (2011). Technology, coaching and community: Power partners for improved professional development in primary and secondary education. ISTE White Paper, Special Conference Release.

Bradley, B.A., & Reinking, D. (2011) A formative experiment to enhance language interactions in a preschool classroom. Journal of Early Childhood Literacy, 11(3), 362 – 401.

Bradley, B.A., & Reinking, D. (2011). Enhancing research and practice in early childhood through formative and design experiments. Early Child Development and Care, 81(3), 305 – 319. DOI: 10.1080/03004430903357894

Bradley, B.A., & Reinking, D. (2011). Revisiting the connection between research and practice using design research and formative experiments In N. Duke & M. Mallette (Eds.), Literacy research methods (pp. 188 – 212). New York: Guilford Press.

Brasseur-Hock, I. F., Hock, M. F., Biancarosa, G., Kiefer, M., & Deshler, D. D. (2011). Adolescent struggling readers in urban schools: Results of a latent class analysis. Journal of Psychology and Education: Learning and Individual Differences, 21, 438-452

Bulgren, J. A., Marquis, J. G., Lenz, B. K., Deshler, D. D., & Schumaker, J. B. (2011). The Effectiveness of a Question-Exploration Routine for Enhancing the Content Learning of Secondary Students. Journal of Educational Psychology. 103 (3), 578-593

Craig-Hare, J. & Ault, M. (2011). Student grouping strategies within technology rich learning environments. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3177-3184). Chesapeake,

Craig-Hare, J., Ault, M. & Niileksela, C. (2011). The influence of technology rich learning environments: A classroom-based observational study. In Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4304- 4311). Chesapeake, VA: AACEVA: AACE.

Deshler, D. D., Hock, M. F., Ihle, F. M., & Mark, C. A. (2011). Designing and conducting literacy intervention research. In M. Kamil, P. D. Pearson, E. Birr-Mojr, & P. Afflerbach (Eds.), Handbook of reading research vol. IV, New York: Routledge.

Fagella-Luby, M. N., Graner, P. S., Deshler, D. D., & Drew, S. V. (2011). Building a house on sand: Why disciplinary literacy is not sufficient to replace general strategies for adolescent learners who struggle. Topics in Language Disorders, 32(1), 69-84.

Hare, J. C., & Ault, M. (2011, March). Teaching Scientific Argumentation through Games: A Design-Based Approach. In Society for Information Technology & Teacher Education International Conference (pp. 4082-4087). Association for the Advancement of Computing in Education (AACE).

Harris, M.L., Schumaker, J.B., & Deshler, D.D. (2011). The effects of strategic morphological analysis instruction on the vocabulary performance of secondary students with and without disabilities. Learning Disability Quarterly, 34(1), 1-15.

Hock, M., & Mellard, D. F. (2011). Efficacy of learning strategies instruction in adult basic education. Journal of Research on Educational Effectiveness, 4, 134-153.

Hock, M.F., & Mellard, D. (2011). Efficacy of learning strategies instruction in adult education. Journal of Research on Educational Effectiveness, 4 (1), 1-20.

Kim, KH, Morningstar, M.E., & Gaumer Erickson, A.S. (2011). Strategies for successfully completing online professional development. International Journal of Knowledge Content Development & Technology, 1, 43-51.

Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically inproving instruction. Thousand Oaks, CA: Corwin.

Knight, J. (2011). What good coaches do. Educational Leadership, 69(2), 18-22.

Marino, M. T., Basham, J. D., & Beecher, C. C. (2011). Using video games as an alternative science assessment for students with disabilities and at-risk learners. Science Scope, 34(5) 36-41.

Marino, M. T., Tsuruski, B. K., & Basham, J. D. (2011). Selecting science software for students with learning disabilities and other special needs. The Science Teacher, 78(3), 70-72.

Mellard, D. F., Anthony, J., & Woods, K. (2011). Understanding oral reading fluency among adults with low literacy: Dominance analysis of contributing component skills. Reading and Writing: An Interdisciplinary Journal, 25, 1345-1364. doi: 10.1007/s11145-011- 9322-y

Mellard, D. F., Woods, K., & Fall, E. (2011). Assessment and instruction of oral reading fluency among adults with low literacy. Adult Basic Education and Literacy Journal, 5(1) 3-14.

Ault, M. & Bradley, B. (2010). Multi-player targeted-content video games in education. Paper presented at the Global Chinese Conference on Computers in Education (GCCCE), Singapore, China.

Ault, M., Adams, D., Rowland, A., Tiemann, G. (2010). Targeted Educational Games: Fun and So Much More! Refereed paper presented at annual meeting of the International Society for Technology in Education (ISTE). Denver, CO.

Basham, J. D., & Marino, M. T. (2010). Introduction to the topical issue: Shaping STEM education for all students. Journal of Special Education Technology, 25(3), 1-2.

Basham, J. D., Israel, M., & Maynard, K. (2010). An ecological model of STEM education: Operationalizing STEM for all. Journal of Special Education Technology, 25(3), 9-19.

Basham, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). A comprehensive approach to RTI: Embedding universal design for learning and technology. Learning Disability Quarterly, 33(4), 243-255.

Basham, J. D., Lowrey, K. A., & deNoyelles, A. (2010). Computer mediated communication in the universal design of learning framework. Journal of Special Education Technology, 31-44.

Basham, J. D., Meyer, H., & Perry, E. (2010). The design and application of the digital backpack. Journal of Research on Technology in Education, 42(4), 339-359.

Bradley, B.A., & Jones, J. (2010). Sharing alphabet books in early childhood classrooms. In D. Strickland (Ed.) Essential Readings on Early Literacy (pp. 70 – 82). Newark, DE: International Reading Association. (reprint of The Reading Teacher article).

Ehren, B. J., Deshler, D. D., & Graner, P. S. (2010). Using the content literacy continuum as a framework for implementing RTI in secondary schools. Theory Into Practice, 49(4). 315-322.

Fisher, J. B., Schumaker, G. B., Culbertson, J., & Deshler, D. D. (2010). Effects of a computerized professional development program on teacher and student outcomes. Journal of Teacher Education

Fritschmann, N., Schumaker, J. B., & Deshler, D. D. (2010). A review of research on inference skills and interventions for poor comprehenders and students with disabilities. Learning Disabilities a Multidisciplinary Journal. 20(3), 128-141.

Gaumer Erickson, A., & Noonan, P. (2010). Late-career adults in online education: A rewarding experience for individuals aged 50 to 65. MERLOT Journal of Online Learning and Teaching, 6(2), 388-397. Available at: http://jolt.merlot.org/.

Johnson, E. S., Humphrey, M., Mellard, D. F., Woods, K., & Swanson, H. L. (2010). Cognitive processing deficits and student with specific learning disabilities: A selective meta- analysis of the literature. Learning Disability Quarterly, 33, 3-18.

Kennedy, M. J., & Deshler, D. D. (2010). Literacy instruction, technology, and students with learning disabilities: Research we have, research we need. Learning Disability Quarterly, 33(3), 289-298.

Meisinger, E.B., Bradley, B.A., Schwanenflugel, P.J., & Kuhn, M.R. (2010). Teachers’ perception of word callers and related literacy concepts. School Psychology Review, 39(1), 54 – 68.

Mellard, D., Fall, E., & Woods, K. (2010). A path analysis of reading comprehension for adults with low literacy. Journal of Learning Disabilities, 43(2), 154-165.

Merillat, L., & Ault, M. (2010). Teaching and learning about rubics using RubiStar. Society for Information Technology & Teacher Education International Conference (Vol. 2010, No. 1, pp. 2783-2790).

Morningstar, M., Frey, B., Noonan, P., & Ng, J. (2010). The relationship of high school transition preparation and self-determination to postsecondary educational success. Career Development for Exceptional Individuals, 33, 80-94.

Schwanenflugel, P.J., Hamilton, C.E., Neuharth-Pritchett, S., Restrepo, M.A., Bradley, B.A., & Webb, M.Y. (2010). PAVEd for Success: An evaluation of a comprehensive preliteracy program for 4-year-old children. Journal of Literacy Research, 42(3), 227 – 275.

Adams, D. & Ault, M. (2009). Games have a long history in American education. SEEN Magazine, 11(3). p. 37. http://bit.ly/SEENmag

Bulgren, J., Marquis, J.. Lenz, B. K., Deshler, D. D. (2009). Effectiveness of question exploration to enhance students’ written of content knowledge and comprehension. Reading and Writing Quarterly, 25, 1-19.

Bulgren, J.A., Marquis, J.G., Lenz, B.K., Schumaker, J.B., & Deshler, D.D. (2009). Effectiveness of question exploration to enhance students' written expression of content knowledge and comprehension. Reading and Writing Quarterly, 25(4), 271-289.

Carnahan, C., Basham, J., & Musti-Rao, S. (2009) Interactive books: A low-technology use strategy for increasing engagement of students with autism and significant learning needs. Exceptionality, 17, 76-87.

Colombo, B., & Robinson, S. M. (Eds.). (2009). Enhancing Content Enhancement: Content Enhancement for English/Language Arts. Lawrence: Strategic Learning Center.

Colombo, B., & Robinson, S. M. (Eds.). (2009). Enhancing Content Enhancement: Content Enhancement for Mathematics. Lawrence: Strategic Learning Center.

Colombo, B., & Robinson, S. M. (Eds.). (2009). Enhancing Content Enhancement: Content Enhancement for Science. Lawrence: Strategic Learning Center.

Colombo, B., & Robinson, S. M. (Eds.). (2009). Enhancing Content Enhancement: Content Enhancement for Social Studies. Lawrence: Strategic Learning Center.

Deshler, D. D., Robinson, S., & Mellard, D. F. (2009). Instructional principles for optimizing outcomes for adolescents with learning disabilities. In G. D. Sideridis & T. A. Citro (Eds.), Classroom strategies for struggling learners (pp. 173-189). Weston, MA: Learning Disabilities Association Worldwide.

Fagella-Luby, M. N., & Fritschmann, N. S. (2009). Improving literacy outcomes for adolescents. In A.S. Canter, et al. (Eds.), Helping Children at Home and School (Third Edition). Bethesda, MD: NASP Publications.

Gaumer Erickson, A.S. & Morningstar, M.E. (2009). The impact of alternate high school exit certificates on access to postsecondary education. Exceptionality, 17(3), 150-163.

Hock, M. F. (2009). Teaching methods: Instructional methods and arrangements effective for adults with learning disabilities. Bridges to practice (B2P) literature review. The National Institute for Literacy.

Hock, M. F., & Brasseur-Hock, I. F. (2009). Literacy interventions for adolescent struggling readers. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom. (pp. 129-142). Newark, DE: The International Reading Association.

Hock, M. F., Brasseur, I. F., Deshler, D. D., Catts, H. W., Marques, J., Mark, C. A., & Wu Stribling, J. (2009). What is the reading component skill profile of adolescent struggling readers in urban schools? Learning Disability Quarterly, 32(1), 21-38.

Hock, M.F., & Brasseur-Hock, I. F. (2009). Literacy interventions for adolescent struggling readers. In S.R. Paris, D. Fisher, & K. Headley (Eds.) Adolescent literacy, Field tested: Effective solutions for every classroom. (pp. 129-142). The International Reading Association.

Isreal, M., Knowlton, E., Griswold, D., & Rowland, A. (2009). Application of video- conferencing technology in teacher education: Increasing understanding, engagement, and competence. Journal of Special Education Technology.

Knight, J. (2009). Coaching: The key to translating research into practice. Journal of Staff Development, 30(1).

Knight, J. (Ed.). (2009). Coaching: Approaches and perspectives. Thousand Oaks, CA: Corwin.

Lancaster, P. E., Schumaker, J. B., Lancaster, S., Deshler, D. D. (2009). Effects of a computerized program on use of a test-taking strategy by secondary students with disabilities. Learning Disability Quarterly, 32(3), 165-180.

Meisinger, E.B, Bradley, B.A., Schwanenflugel, & Kuhn, M. (2009). Myth and reality of the word caller: The relationship between teacher nominations and prevalence among elementary school children. School Psychology Quarterly, 24(3), 147 – 159.

Mellard, D., Fall, E., & Mark, C. (2009). Reading profiles for adults with low-literacy: Cluster analysis with power and speeded measures. Reading & Writing, 22,, 975-992. doi: 10.1007/s11145-008-9136-8

Scheuermann, A. M., Deshler, D. D., & Schumaker, J. B. (2009). The effects of the explicit inquiry routine on the performance of students with learning disabilities on one-variable equations. Learning Disability Quarterly, 32, 103-120.

Scheuermann, A. S., Harris, M. L., Fagella-Luby, M. N., Fritschmann, N. S., Graner, P.G., & Deshler, D.D. (2009). Closing the performance gap: Learning strategies instruction for adolescents with learning disabilities. In G. D. Sideridis & T. A. Citro (Eds.), Classroom Strategies for Struggling Learners (pp. 49-78). Weston, MA: Learning Disabilities Worldwide.

Schumaker, J.B., & Deshler, D. D. (2009). Adolescents with learning disabilities as writers: Are we selling them short? Learning Disabilities Research and Practice, 24(3), 81-92.

Boudah, D. J., Lenz, B. K., Schumaker, J. B., & Deshler, D. D. (2008). Teaching in the face of academic diversity: Unit planning and instruction by secondary teachers to enhance learning in inclusive classes. Journal of Curriculum and Instruction, 2(2), 74-91.

Deshler, D. D., & Hock, M. F. (2008). Designing and evaluating programmatic adolescent literacy interventions. In M. Kamil, D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research, Vol. IV. Mahwah, NJ: Lawrence Erlbaum Associates.

Edyburn, D. L., & Basham, J. (2008). Collecting and coding observational data. Journal of Special Education Technology, 23(3), 56-60.

Faggella-Luby, M., & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know, what we need to know. Learning Disability Research and Practice, 23(2), 70-78.

Hock, M. F., Brasseur, I. F., & Deshler, D. D. (2008). Nurturing motivation through possible selves. In S. Lopez & A. Beauchamp, (Eds.), The encyclopedia of positive psychology. Oxford, England: Blackwell Publishing.

Hock, M. F., Deshler, D. D., & Brasseur, I. F. (2008). Comprehension Instruction for At- Risk Students. In C. Block, S. Parris, & P. Afferbach (Eds.), Comprehension Instruction 2nd Edition. Research-based best practices (2nd ed., pp. 271-293). New York: Guilford Press.

Knight, J. (2008). Coaches as leaders of change. In Corwin Press (Ed.), Mentoring, coaching, and collaboration (pp. 253-276). Thousand Oaks, CA: Corwin.

Knight, J. (2008). Instructional coaching. In Corwin Press (Ed.), Mentoring, coaching, and collaboration (pp. 137-162). Thousand Oaks, CA: Corwin.

Knight, J. (2008). Partnership communication. In Corwin Press (Ed.), Mentoring, coaching, and collaboration (pp. 213-237). Thousand Oaks, CA: Corwin.

Lancaster, P.E., Schumaker, J.B., Lancaster, S.J.C., & Deshler, D. D. (in press). Efficacy of computerized instruction in the Test-taking Strategy: A field test with secondary students with high-incidence disabilities. Learning Disability Quarterly.

Meisinger, E.B., & Bradley, B.A. (2008). Classroom practices for supporting fluency development. In M.R. Kuhn & P.J. Schwanenflugel (Eds.), Fluency in the classroom (pp. 36 – 54. New York: Guilford Press.

Mellard, D., & Patterson, M. B. (2008). Contrasting adult literacy learners with and without specific learning disabilities. Remedial & Special Education, 29(3), 133-144.

Noonan, P., Morningstar, M., & Gaumer, A. S. (2008). Improving interagency collaboration: Effective strategies used by high performing local districts and communities. Career Development for Exceptional Individuals, 31(3), 132-143.

Noonan, P.M., Morningstar, M.E., & Gaumer Erickson, A.S. (2008). Improving interagency collaboration: Effective strategies used by high performing local districts and communities. Career Development for Exceptional Individuals, 31(3), 132-143.

Reinking, D., & Bradley, B.A. (2008). On formative and design experiments: Approaches to language and literacy research. New York: Teachers College Press.

Rowland, A., & Stanley, M. (2008). Transforming the Classroom: TRC in Kansas. T.H.E. Journal, 35(7), 12.

Blalock, G., Noonan, P., & O'Leary. (2007). School counselors: Facilitating transitions for students with disabilities from high school to post-school settings. The IRIS Center for Training Enhancements. Retrieved from http://iris.peabody.vanderbilt.edu/.

Bradley, B.A., & Jones, J. (2007). Sharing alphabet books in early childhood classrooms. The Reading Teacher, 60(5), 452 – 463.

Bui, Y.N. & Meyen, E.L., (2007). A study of collaborative online teaching in higher education. E-Journal of Teaching and Learning in Diverse Settings.

Bulgren, J., Deshler, D. D. & Lenz, B. .K., (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40(2), 121-133.

Deshler, D. D., & Hock, M. F. (2007). Adolescent literacy: Where we are—Where we need to go. In M. Pressley, A. Billman, K. Perry, K. Reffitt, & J. Moorhead Reynolds (Eds.), Shaping literacy achievement: Research we have, research we need. New York: Guilford Publications, Inc.

Faggella-Luby, M., Schumaker, J. B., & Deshler, D. D. (2007). Embedded learning strategy instruction: Story structure pedagogy in heterogeneous secondary literature classes. Learning Disability Quarterly, 30(2), 131-147.

Fritschmann, N. S., & Solari, E. J. (2007). Learning disabilities: Where we have been and where we are headed. In N. Salkind (Ed.), Encyclopedia of Educational Psychology. Thousand Oaks, CA: Sage Publications, Inc.

Fritschmann, N.S., Deshler, D.D., & Schumaker, J.B. (2007). The effects of instruction in an inference strategy on the reading comprehension skills of adolescents with disabilities. Learning Disabilities Quarterly, 30(4), 244-264.

Fuchs, D. & Deshler, D. D. (2007). What we need to know about responsiveness-to-intervention (and shouldn’t be afraid to ask). Learning disability research and practice,22(2), 129-136.

Gaumer Erickson, A.S., Kleinhammer-Tramill, P.J., & Thurlow, M.L. (2007). An analysis of the relationship between high school exit exams and diploma options and the impact on students with disabilities. Journal of Disability Policy Studies, 18(2), 117-128.

Johnson, D. R., Mellard, D. F., & Krieshok, T. (2007). Raising disability awareness and self- efficacy of one-stop workforce center staff serving job seekers with disabilities. The Review of Disability Studies: An International Journal, 3(3), 24-35.

Johnson, D. R., Mellard, D. F., & Lancaster, P. (2007). Road to success: Helping young adults with learning disabilities plan and prepare for employment. Teaching Exceptional Children, 39(6), 26-32.

Knight, J. (2007) Five keys to building a coaching program. Journal of Staff Development, 28(1), 26-31.

Knight, J. (2007). Conservations can kick off the coaching. Teachers Teaching Teachers, 2(6), 1- 4

Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks: Corwin.

Lenz, B.K., Adams, G.L., Bulgren, J.A., Pouliot, N., & Laraux, M. (2007). Effects of curriculum maps and guiding questions on the test performance of adolescents with learning disabilities. Learning Disability Quarterly, 30(4), 235-244.

Mellard, D. F., Patterson, M. B., & Prewitt, S. (2007). Reading practices among adult education participants. Reading Research Quarterly, 42(2), 188-213.

Mellard, D., & Anderson, G. (2007). Challenges in assessing for postsecondary readings, Policy brief for National Commission on Adult Literacy. New York, NY: Council for the Advancement of Adult Literacy.

Patterson, M., & Mellard, D. (2007). Program characteristics that predict improved learner outcomes. Adult Basic Education and Literacy Journal, 1(2), 83-92.

Smith, S.J. (2007). Cognitive and developmental disabilities. In E.L. Meyen and Y.N. Bui (eds.) Exceptional children in today’s schools: What teachers need to know. Denver, CO: Love Publishing.

Bui, Y. N., Schumaker, J. B., & Deshler, D. D., (2006). The effects of a strategic writing program for students with and without learning disabilities in inclusive fifth-grade classes. Learning Disabilities Research and Practice. 21(4), 244-260.

Bulgren, J. A. Marquis, J. G., Deshler, D. D., Schumaker, J. B., & Lenz, B. K., (2006). Instructional context of inclusive secondary general education classes: Teachers’ instructional roles and practices, curricular demands, and research-based practices and standards. Learning Disabilities: A Contemporary Journal, 4(1), 39-66.

Bulgren, J.A. (2006). Integrated content enhancement routines: Responding to the needs of adolescents with disabilities in rigorous inclusive secondary content classes. Teaching Exceptional Children, 38(6), 54-58.

Bulgren, J.A., Lenz, B.K., Marquis, J.G., Deshler, D.D., Schumaker, J.B., Davis, B., & Grossen, B. (2006). The instructional context of inclusive secondary general education classes: Teachers' instructional roles and practices, curricular demands, and research-based practices and standards. Learning Disabilities: A Contemporary Journal, 4(1), 39-65.

Deshler, D. D. & Tollefson, J. (2006). Strategic interventions for struggling adolescent learners. The School Administrator, 63(4), 24-30.

Deshler, D. D., Hock, M. F., & Catts, H. W. (2006). Enhancing outcomes for struggling adolescent readers. Perspectives, The International Dyslexia Association, 32(3), 21- 25.

Gildroy, P., & Deshler, D. D. (2006) Reading development and strategies for teaching reading to students with learning disabilities. Insights on Learning Disabilities. 3(1), 1-15.

Hock, M. F., Deshler, D. D., & Schumaker, J. B. (2006). Enhancing student motivation through the pursuit of possible selves. In C. Dunkel & J. Kerpelman, (Eds.). Possible selves: Theory, research, and applications (pp. 205-221). New York: Nova Science Publishers, Inc.

Knight, J. (2006). Seven success factors for instructional coaches. The School Administrator, 63(4), 36-40.

Kuhn, M. R., Schwanenflugel, P.J., Morris, R.D., Morrow, L. M., Meisinger, E., Woo, D., & Bradley, B.A., & Stahl, S. A. (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38(4), 357-387.

Kurth, N., & Mellard, D. (2006). Student perceptions of the accommodations process in postsecondary education. Journal of Postsecondary Education and Disability, 19, 69-82.

Lancaster, P. E., Lancaster, S. J. C., Schumaker, J. B., & Deshler, D. D. (2006). The efficacy of an interactive hypermedia program for teaching a test-taking strategy to students with high incidence disabilities. Journal of Special Education Technology, 21(2), 17-30.

Mellard, D. F., & Scanlon, D. (2006). Feasibility of explicit instruction in adult basic education: Instructor-learner interaction patterns. Adult Basic Education, 16(1), 21-38.

Meyen, E., & Aust, R. J. (2006). The development and validation of a modular e-book authoring system. In V. Uskow (Ed.), Computer & Advanced Technology in Education -2006 (Proceedings of the Ninth International Conference on Computers and Advanced Technologies in Education). Anaheim: ACTA Press.

Meyen, E.L., Poggio, J.P., Seok, S., Smith, S.J. (2006). Equity for Students with High Disabilities in Statewide Assessments: A Technology –Based Solution. Focus on Exceptional Children, 38(7), 1-8.

Rues, J.P., Graff, G.C., Ault, M.M., & Holvoet, J.F. (2006). Special health care procedures. In M. Snell & F. Brown (Eds.), Instruction of persons with severe disabilities (6th ed., pp. 251-290). Columbus, OH: Merrill Publishing Co.

Schumaker, J. B., Deshler, D. D., Woodruff, S., Hock, M F., Bulgren, J. A., & Lenz, B. K., (2006). Reading strategy interventions: Can literacy outcomes be enhanced for at-risk adolescents? Teaching Exceptional Children, 38(3), 64-69.

Seok, S., Meyen, E., & Aust, R. J. (2006). Three dimensions of the online course evaluation instrument in postsecondary education. In V. Uskow (Ed.), Computer & Advanced Technology in Education -2006 (Proceedings of the Ninth International Conference on Computers and Advanced Technologies in Education). Anaheim: ACTA Press.

Smith, S. J., & Smith, S. M. (2006). Leveling the playing field with technology solutions for individuals with Aspergers syndrome. Closing the Gap: Assistive Technology Resources for Children and Adults with Special Needs, 25(2), 13-17.

Sprick, R., Knight, J. Reinke, W., McKale, T. (2006). Coaching classroom management. Eugene, OR: Pacific Northwest.

Aust, R. J., & Meyen, E. L. (2005). The design and development of a scaleable e-learning authoring system. In V. Uskow (Ed), Web-based education -2005 (Proceedings of the fourth IASTED International Conference). Anaheim: ACTA Press.

Basham, J., Palla, A., & Pianfetti, E. S. (2005). An integrated framework used to increase preservice teacher NETS-T ability. Journal of Technology and Teacher Education, 13(2), 357-376.

Bui, Y.N., & Meyen, E.L., (2005). A study of collaborative online teaching in higher education. E-Journal of Teaching and Learning in Diverse Settings.

Ching, C. C., Basham, J. D., & Jang, E. (2005). The legacy of the digital divide: Gender, SES, and early exposure as predictors of full-spectrum technology use among young adults. Urban Education, 4, 394-412.

Deshler, D. D. (2005). Adolescents with learning disabilities: Unique challenges and reasons for hope. Learning Disability Quarterly, 28(2), 122-25.

Deshler, D. D., Mellard, D. F., Tollefson, J., Byrd, S. (2005). Research topics in responsiveness to intervention: Introduction to the special issue. Journal of Learning Disabilities. 39(1).

Graner, P. S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005). Responsiveness to intervention: What practioners ought to know. Topics in Language Disorders, 25 (Apr-Jun), 1.

Hock, M. F. (2005). Working with students with learning disabilities and ADHD. In E. Getzel & P. Wehman (Eds.), Going to college: Expanding opportunities for people with disabilities (pp. 233-252). Baltimore: Brookes Publishing Co.

Hock, M. F., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent and Adult Literacy, 49(3), 192-200. doi:10.1598/JAAL.49.3.3

Johnson, E., Mellard, D. F., & Byrd, S. E. (2005). Alternative models of learning disabilities: Considerations and initial conclusions. Journal of Learning Disabilities, 38, 569-572.

Knight, J. (2005). Crossing boundaries: What constructivists can teach intensive-explicit instructors and vice versa. In T. M. Skrtic, K. R. Harris, & J. G. Shriner (Eds.), Special education policy and practice: Accountability, instruction, and social challenges (pp. 242-266). Denver, CO: Love.

Lancaster, S., & Mellard, D. F. (2005). Adult learning disabilities screening using an internet- administered instrument. Learning Disabilities: A Contemporary Journal, 3(2), 62-73.

Lenz, B. K., Ehren, B. J., Deshler, D. D. (2005). The content literacy continuum: A school reform framework for improving adolescent literacy for all students. Teaching Exceptional Children. 37(6), 60-63.

Mellard, D. F. (2005). Strategies for transition to postsecondary educational settings. Focus on Exceptional Children, 37(9), 1-19.

Mellard, D., Scanlon, D., Kissam, B., & Woods, K. (2005). Adult education instructional environments and interaction patterns between teachers and students: An ecobehavioral assessment. Literacy and Numeracy Studies, 14, 49-68.

Meyen, E.L., & Yang, C.H., (2005). Online staff development for teachers: Multi-state planning for implementation. Journal of Special Education Technology, 20(1), 41-54.

Robinson, S.M. (2005). Program planning in special education. Module developed for University of Kansas Special Connections website: http://www.specialconnections.ku.edu

Robinson, S.M. (2005). Universal design. University of Kansas Special Connections website: http://www.specialconnections.ku.edu

Robinson, S.M. & Demuth, T. (2005) Planning for Clyde. Case study developed for University of Kansas Special Connections website: http://www.specialconnections.ku.edu

Robinson, S.M. & Demuth, T. (2005) The”seasoned” teacher moves to a new district. Case study developed for University of Kansas Special Connections website: http://www.specialconnections.ku.edu

Robinson, S.M. & Demuth, T. (2005). The times, they are a’changin’... not business as usual as the high school. Case study developed for University of Kansas Special Connections website: http://www.specialconnections.ku.edu

Schwanenflugel, P., Hamilton, C.E., Bradley, B.A., & Ruston, H.P., (2005). Classroom practices for vocabulary enhancement in prekindergarten: Lessons from PAVEd for Success. In E.H. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 157 - 178. Mahwah, NJ: Lawrence Erlbaum Associates.

Smith, S. J., & Smith, S. B. (2005). Technology integration solutions: Preservice student interns as mentors. Assistive Technology: Benefits and Outcomes.