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Recent Publications

2017

Sarah Garrity, Ed.D

Associate Professor, Department of Child and Family Development

Cristian Aquino-Sterling, Ph.D.

Associate Professor, School of Teacher Education

Publication: 

Garrity, S., Aquino-Sterling, C., & Day, A. (2017).  Translanguaging in an infant classroom: Using multiple languages to make meaning. In M. Gort. (Ed.), The complex and dynamic languaging practices of emergent bilinguals. New York: Routledge. (Reprinted from International Multilingual Research Journal, 9(3), 177-196). 

Description:

Book cover
Garrity, Aquino-Sterling, & Day Reprinted Article (2017) on Translanguaging.

Translanguaging can be understood from multiple perspectives. From a sociolinguistic point of view, it describes the flexible language practices of bilingual communities. From a pedagogical one, it describes strategic and complementary approaches to teaching and learning through which teachers build bridges between the everyday language practices of bilinguals and the language practices and performances desired in formal school settings.

“Translanguaging in an Infant Classroom: Using Multiple Languages to Make Meaning,” originally published by Sarah Garrity (Child & Family Development), Cristian Aquino-Sterling (School of Teacher Education), & Ashley Day (Child & Family Development) in a recent issue of the International Multilingual Research Journal, has been reprinted in Prof. Mileidis Gort (University of Colorado), 2017, The Complex and Dynamic Language Practices of Emergent Bilinguals, a powerful and comprehensive volume that explores the pedagogical possibilities and challenges of translanguaging practice and pedagogy across a variety of U.S. educational programs that serve language-minoritized, emergent bilingual children and illustrates the affordances of dynamic, multilingual learning contexts in expanding emergent bilingual children’s linguistic repertoires and supporting their participation in formalized, school-based language performances that socialize them into the discourses of schooling.

Taken together, the chapters in this volume examine the dynamic interactions and complex language ideologies of bilinguals―including pre/in-service teachers, preK-12 students, and other members of multilingual and multidialectal sociolinguistic communities throughout the United States―as they language fluidly and flexibly and challenge the marginalization of these normative bilingual practices in academic settings and beyond.

2016


Rachel Haine-Schlagel, PhD

Assistant Professor



Description:

This paper was published online this summer; it is in the queue for a print journal. It reports the results of the pilot RCT I conducted through my NIMH K award - we found that my parent participation toolkit increased therapists' use of engagement strategies and parents' participation in services.

Barbara Moss, PhD

Professor



Description:

This book provides elementary and secondary teachers with essential information on instructional strategies designed to help every student master the reading of complex texts, both narrative and informational. 

Barbara Moss, PhD

Professor



Description:

This book provides elementary and secondary teachers with practical strategies for enhancing student comprehension of informational texts, which are central to mastery of the Common Core State Standards.

Sarah Garrity, Ed.D.

Assistant Professor


Publication:

Description:

It addresses how to build effective ECE systems in order to prevent preschool suspension and expulsion. It was a fun article to write because I got to draw upon my ed leadership background : )

Sarah Garrity, Ed.D.

Assistant Professor


Cristian Aquino-Sterling, Ph.D.

Assistant Professor

Publication:


Description:

Given the well-established relationship between teacher beliefs and practices, the purpose of this exploratory study was to use survey techniques to explore the beliefs about bilingualism, bilingual education, and dual language development of university students who attended public school in a Proposition 227 context. Findings indicated that despite favorable views on bilingualism and bilingual education and knowledge of dual language development, beliefs about the role of the native language in the school environment continued to reflect the hegemony and deficit-thinking embodied by Proposition 227.


Sarah Garrity, Ed.D.

Assistant Professor


Publication:

Garrity, S., Longstreth, S., Alwashmi, M. (2016). A qualitative examination of the implementation of continuity of care: An organizational learning perspective. Early Childhood Research Quarterly, 64-78. DOI 10.1016/j.ecresq.2015.12.014.

Description:

This qualitative case study used Senge’s model of learning organizations to describe how one center transitioned to the implementation of continuity of care and overcome obstacles commonly associated with this practice.  Data analysis highlighted operational processes that contributed to the center’s success, and findings were situated within the current discourse on how the field can ensure that practices supported by theory and research are implemented in programs serving young children and their families.


Valerie Ooka Pang, Ph.D.

Professor, School of Teacher Education

Publication:


Description:

The article discusses the issues of undermatch and summer melt of immigrant, first-generation, high-school students who find themselves not able to attend the colleges of their choice. Students often "fall through the cracks' during the summer between graduating from high school and before attending colleges in the fall which are commensurate with their abilities and academic achievements.  


Lisa Gates, Ph.D.

Lecturer, Department of Administration, Rehabilitation, & Postsecondary Education

Publication:

neuroscience of learning and development Marx, E. & Gates, L. (2016). (Re)Conceptualizing meaning making in higher education: A case for educational encounters that prepare students for self-authorship. In M. J. Bresciani Ludvik (Ed.), The neuroscience of learning and development: Enhancing creativity, compassion, critical thinking, and peace in higher education (98-120). Sterling, VA: Stylus.


2015


Charles Degeneffe, PhD

Professor


Publication:

Degeneffe, C. E. (2015). Planning for an uncertain future: Sibling and parent perspectives on future caregiving for persons with acquired brain injury. Journal of Rehabilitation, 81(4), 5-16.

Description:

This study was based on the responses of 30 parent/adult sibling dyads of persons with acquired brain injuries. Key findings included that many families are reluctant to pass on future care responsibilities to adult siblings and not prepared for how the future care needs of the injured family member will be met.

Charles Degeneffe, PhD

Professor


Publication:

Degeneffe, C. E. (2015). Planning for an uncertain future: Sibling and parent perspectives on future caregiving for persons with acquired brain injury. Journal of Rehabilitation, 81(4), 5-16.

Description:

This study was based on the responses of 30 parent/adult sibling dyads of persons with acquired brain injuries. Key findings included that many families are reluctant to pass on future care responsibilities to adult siblings and not prepared for how the future care needs of the injured family member will be met.

Laura Owen, PhD

Assistant Professor



Description:

The summer melt and academic mismatch literatures have focused largely on college-ready, low-income students. Yet, a broader population of students may also benefit from additional support in formulating and realizing their college plans. We investigate the impact of a unique high school-university partnership to support college-intending students to follow through on their college plans.

Laura Owen, PhD

Assistant Professor


Publication:

Young, A., Gonzalez, I., Owen, L., & Heltzer, J. (2015). The journey from counselor-in-training to practitioner researcher: Bridging the professional gap. Professional School Counseling, 18(1), 216-225.

Description:

School counselor preparation necessitates that new counselors are trained to build a comprehensive school counseling program, which means understanding how to use data to develop, implement, and evaluate their interventions. In spite of their school counseling  training, first-year school counselors may feel unprepared to use data and lack the experiential accountability skills and advocacy resources to impact systemic student outcomes. This article describes an action research training model for prospective school counselors.

Gerald Monk, Ph.D.

Professor, Department of Counseling and School Psychology

Sarah P. Hancock, M.S.

Lecturer, Department of Administration, Rehabilitation, & Postsecondary Education

Publication:

Monk, G. & Hancock, S. P. (2015). Recovering a life with severe mental illness: Psychologists and peer support specialists working together. Psychology Aotearoa, 7(2), 114-121.

Description:

Psychology Aotearoa
Psychology Aotearoa is a biannual publication (May and November) of The New Zealand Psychological Society. The journal had a wide content (teaching, psychological practices of New Zealand, training, research and practical applications of psychology specific to the New Zealand population).

The article explores providing enhanced mental health services using a partnership with mental health clinicians and trained peer support specialists in an effort to help those recovering from severe mental illness. This compelling case, in support of both recovery and the recovery movement, is based upon both evidence and case-study.