Publications 2002

Listed Alphabetically by First CoE Author and Year

A

Athanasiou, M. S., Geil, M., Hazel, C. E., & Copeland, E. P. (2002). A look inside school-based consultation: A qualitative study of the beliefs and practices of school psychologists and teachers. School Psychology Quarterly, 17(3), 258-298.

B

Schneider, M. K. & Baldo, T. D. (2002). On prejudice, discrimination and stereotypes. The Nebraska Counselor, 33, 30-38.

Baldo, T. D., & Softas-Nall, B. C. (2002). There's no place like home: Commitment revisited. The Family Journal, 10, 211-212.

Bardos, A. N., Politikos, N. & Gallagher, S. (2002). Use of projective techniques with School aged children. In J. Carlson & B. Watternman (Eds.), Social and emotional assessment of school aged children. New York: Allyn & Bacon.

Schultz, J. Ososkie, J., Fried, J., Nelson, R., & Bardos, A. (2002). Clinical Supervision in public rehabilitation counseling settings. Rehabilitation Counseling Bulletin, 45(4), 213-222.

Engelbrecht, P., Howell, C., & Bassett, D. S. (2002). Educational reform and transition services in South Africa: Vision, reform, and change. Career Development for Exceptional Individuals, 25, 59-72.

Kochhar-Bryant, C. A., & Bassett, D. S. (Eds.). (2002) Aligning transition and standards-based education: Issues and strategies. Arlington, VA: Council for Exceptional Children.

Bassett, D. S., & Lehmann, J. P. (2002). Student-focused conferencing and planning. Austin, TX: Pro-Ed, Inc.

Betts, G. T., & Kercher, J. J. (1999). The autonomous learner model: Optimizing ability. Greeley, CO: ALPS Publishing.

Betts, G. T. (2000). A place to belong: The summer enrichment program for the gifted and talented. Journal for Highly Gifted. Dover, NH: Hollingworth Center for Highly Gifted Children.

Block, A., & Block, S. (2002). Strengthening social work approaches through advancing knowledge of early childhood intervention. Child and Adolescent Social Work Journal, 19(3), 191-214.

Block, S., & Block, A. (2002). Respite care: Children. In D. Cavalierie (Ed.), The Encyclopedia of Children and Families (15 pages). MacMillan.

Block, A., & Hartsig, J. (2002). What families wish service providers knew. In R. Gabriels & D. Hill (Eds.), Autism: From research to practice. London: Jessica Kingsley Publishers.

Educational Interpreter Standards Task Force; Bowen, S., et al. (2002). Educational interpreter procedures and guidelines manual. Colorado Department of Education Special Education Services Unit. Denver, CO.

Vaughn, S., Bos, C. S., & Schumm, J. S., & Bowen, S. K. (2003). Teaching exceptional, diverse, and at-risk students in the general education classroom (3rd ed.). Needham Heights, MI: Allyn & Bacon.

Button, L. J. (2003). Looking beyond high-stakes tests: Meaningful evaluation involves more than a test score. Colorado Communicator, 26(2), 31-32.

Fortino, C., Gerretson, H., Johnson, S., & Button, L. (2002). Synthesizing standards and integrating curriculum using reflective practice: An inquiry-based professional development journey. ERIC (number to be assigned).

Button, L. J. (2002). Eve Bunting: Books that touch the heart and soul. Colorado Communicator, 25(3), 20-23.

Button, L. J., & May, J., (2001). A kindergarten literacy profile and assessment that works for teachers and children. Colorado Early Childhood Journal, 3(1).

C

Charsky, D., Ferguson-Pabst, D. E., Javeri, M., Liu, P. L., Sanzone, C., & Caffarella, E. P. (2002). Stepping stones to integration: University of Northern Colorado's preparing teachers to use technology team's design and development of preservice teachers. Proceedings of Selected Research and Development Presentations. National Convention of the Association for Educational Communications and Technology. Dallas, TX.

D

Hoerig, D. C., Davis, A. S., & D'Amato, R. C. (2002). Evaluating the Relation between memory and intelligence in children with learning disabilities. Psychological Reports, 91, 1169 - 1173.

Sattler, J. M., & D'Amato, R. C. (2002). Brain Injuries: Theory and Rehabilitation Programs. In J. M. Sattler (Ed.), Assessment of children: Behavioral and clinical applications (pp. 401- 439; 4th ed.). San Diego, CA: J. M. Sattler Publisher.

Sattler, J. M., & D'Amato, R. C. (2002). Brain Injuries: Formal Batteries and Informal Measures. In J. M. Sattler (Ed.) Assessment of children: Behavioral and Clinical Applications (pp. 440 - 469; 4th ed.). San Diego, CA: J. M. Sattler Publisher.

F

Ferguson Pabst, D. E. (In Press). An analysis of the influence of gender, grade level, and teacher on the selection of mathematics software by intermediate students. Information Technology in Childhood Education Annual (ITCE): Norfolk, VA.

Ferguson Pabst, D. E. (June, 2002). Technology in a constructivist classroom. World Conference on Educational Multimedia, Hypermedia, & Telecommunications Proceedings of Ed Media 2002, Denver, CO: Association for the Advancement of Computing in Education.

Ferguson, D. E. (March, 2002). An Analysis of the influence of gender, grade level, and teachers on the selection of mathematics software by intermediate students. Society of Information Technology and Teacher Education Proceedings of SITE 2002, Nashville, TN: Association for the Advancement of Computing in Education.

Ferguson Pabst, D. E., & Caffarella, E. P. (In Press). Integrating technology throughout a preservice teacher education program: A PT3 grant project at the University of Northern Colorado. Educational Media and Technology Yearbook 2002. Englewood, CO: Libraries Unlimited.

Ferguson Pabst, D. E., Caffarella, E. P., Sanzone, C., Charsky, D., Javeri, M., & Liu, P. L. (2002). Working with faculty: Process, lessons learned, and projects showcase. Annual Proceedings of Selected Research and Development Presentations at the 2002 National Convention of the Association for Educational Communications and Technology, Dallas, TX.

Lin, P. & Ferguson Pabst, D. E. (June, 2002). Supporting faculty to integrate technology into classrooms throughout a PT3 program. World Conference on Educational Multimedia, Hypermedia, & Telecommunications Proceedings of Ed Media 2002, Denver, CO: Association for the Advancement of Computing in Education.

Ferguson, D. & Liu, P. (March, 2002). Infusing technology use into pre-service teacher courses: Lessons learned. Society of Information Technology and teacher Education Proceedings of SITE 2002, Nashville, TN: Association for the Advancement of Computing in Education.

Ferguson Pabst, D. E., McCaw, D., Strudler, Neal. (2002). CATALISE: Enabling excellence: Supporting faculty's use of technology in teaching. Video featuring UNC PT3 Project. Engaged Learning Star Schools Project, a United Star Distance Learning Consortium program. Western Illinois University.

Ferguson Pabst, D. E., Pearman, E., Sanzone, C., Javeri, M., Charsky, C. (2003). Evaluation as a Support Mechanism for the Design, Development, and Implementation of Preservice Teacher Coursework. (In Press). (AECT, 2003).

Ferguson Pabst, D. E., Persichitte, K. A., Caffarella, E. P., Harter, C., Cheng, Y. C., Liu, P. L. (2003). Systemic change: A Journey Toward Technology Integration in a Preservice Teacher Education Program. (In Press). (AECT, 2003).

Ferguson Pabst, D. E., Persichitte, K. A., & Caffarella, E. P. (2003). A Journey Toward Systemic Change: Technology Integration in a Pre-service Teacher Education Program. (In Press). (EdMedia 2003).

G

Gonzalez, D. M. (2002). Client Variables and psychotherapy outcomes. In D. J. Caine and J. Seeman (Eds). Humanistic Psychotherapies: Handbook of Research and Practice. American Psychological Association.

J

Jackson, L. B., & Helwick, G. (2003). You want to do what with my child? The myths of self-contained programs. The Voice, 5(3), 1-2.

Jackson, L. B., & Helwick, G. (2002). What were we thinking! The dilemma of self-contained programs. The Voice, 5(2), 1-3.

Jackson, L. B., McCaleb, K., & Helwick, G. (2003). Facilitating skill acquisition during general education academic subjects, electives, and other activities. In D. Ryndak, & S. Alper (Ed.), Curriculum and Instruction for Students With Significant Disabilities in Inclusive Settings. Boston: Allyn & Bacon.

Jackson, L. B., & Panyan, M. V., (2002). Positive Behavioral Support in the Classroom: Principles and Practices. Baltimore: Brookes Publishing.

Jacobs, Michael L., (2002). Conceptions of Schooling, 3rd Edition. Greeley, CO: Lifelong Learning Press, Inc.

Jacobs, Michael L., (2002). Civility in the workplace: It's a matter of character. Institute Briefs. Family and Youth Institute (Colorado State University Cooperative Extension and the College of Applied Human Services). 4 (2).

K

King, R. (2002). Acquiring, allocating and accounting for resources. In Cunningham, W. G., & Cordeiro, P. A. Educational Administration: A Problem-based Approach (pp. 326-327; 2nd edition). Needham Heights, MA: Allyn & Bacon.

King, R., & O'Sullivan, F. (2002). School level financial management in community/foundation schools of the UK and in charter schools of the US. Journal of Leadership and Policy in Schools, 1, 291-316.

Jacobs, D. & Ku, H-Y. (2002). Empowering low-income Mexican and African-American middle school students in two southwest urban communities. Journal of Poverty, 6(1), 109-118.

Ku, H-Y, & Sullivan, H. J. (2002). Student performance and attitudes under personalized mathematics instruction in Taiwan. Educational Technology Research and Development (ETR&D), 50(1), 21-34.

L

Liu, P. L., Edwards, C., & Ferguson-Pabst, D. E. (2003). Developing Electronic Portfolios for Preservice Teachers: Integrating Technology and State Standards into the Curriculum. (In Press). EdMedia.

Luckner, J. L. (2002). Using fun as a teaching tool. Odyssey: New Directions in Deaf Education, 3(2), 30 - 33.

Luckner, J. L. (2002). Facilitating the Transition of Students Who Are Deaf or Hard of Hearing. Austin, TX: PRO-Ed.

Luckner, J. L., & Howell, J. (2002). Suggestions for preparing itinerant teachers: A qualitative analysis. American Annals of the Deaf, 147(3), 54 - 61.

Luckner, J. L. & Muir, S. (2002). Suggestions for helping students who are deaf succeed in general education settings. Communication Disorders Quarterly, 24(1), 22-30.

Luckner, J. L., Muir, S., Sawuka, A. & Howell, J. (2002). The National Center on Low-Incidence Disabilities: Serving students, families, and schools. Deaf Way ll. July 9, 2002, Washington, D. C.

M

Magnuson, S. (2002). New assistant professors of counselor education: their first year. Counselor Education and Supervision, 41, 306-320.

Magnuson, S., & Collins, S. (2002). Collaboration between couples counselors and physical therapists when treating dyspareunia: An untapped partnership. The Family Journal, 10, 109 - 111.

Magnuson, S., & Norem, K. (2002). Reflecting on counselor education and supervision: An epistemological declaration. Reflective Practice, 3, 167-173.

Magnuson, S., Norem, K. & Wilcoxon, S. A. (2002). Clinical supervision for licensure: A consumers' guide. Journal of Humanistic Counseling, Education and Development, 41, 52-60.

Magnuson, S., & Norem, K., & Wilcoxon, S. A. (2002). Counselor leaders' strategies for stimulating professional development and avoiding burnout. Texas Counseling Association Journal, 31(2), 17-25.

Wilcoxon, S. A., Magnuson, S. (2002). Academic and pre-licensure supervision; No concern about concurrent supervision? The Alabama Counseling Association Journal, 28(2), 2-11.

Milian, M. (2002). Preparing special educators to meet the needs of linguistically diverse students with disabilities. University of Northern Colorado. (Prepared for the U. S. Department of Education, Office of Special Education and Rehabilitative Services, Award Number H029A60014).

Shannon, S., & Milian, M. (2002). Parents choose dual language programs in Colorado: A survey. Bilingual Research Journal, 26(3), 679-693.

Mecklin, C. & Mundfrom, D. J. (2003). On using asymptotic critical values in testing for multivariate normality. InterStat: Statistics on the Internet, 9(1), 1-12.

Mundfrom, D. J. & Schultz, M. (2002). A Monte Carlo simulation comparing parameter estimates from multiple linear regression and hierarchical linear modeling. Multiple Linear Regression Viewpoints, 28(1), 18-21.

Murry, F. R. (2002). Increasing reading and language skills with Powerpoint. In Lynn K. Wilder & Sharon Black (Eds.) Integrating Technology in Program Development for Children and Youth with Emotional or Behavioral Disorders (pp. 39-45). Monograph (CCBD Mini-Library Series). Arlington, VA. Council for Children with Behavioral Disorders.

Murry, F. (2002). Teaching self-management skills to students with Emotional Behavioral disorders: A westernerized influence. Proceedings of the 2002 International Conference on Special Education, (pp. 141-164). Taiwan, Republic of China.

Murry, F. (2002). The brain's involvement in controlling anger and developing social competence. Proceedings of the 2002 International Conference on Special Education, (pp. 165-212). Taiwan, Republic of China.

O

Omdal, S. N. (2002, June). Cloudy with a chance of creativity: A word from the guest editor. Newsletter of the Creativity Division of the National Association for Gifted Children.

Omdal, S. N. & Leppien, J. H., (2002). Thinking skills in Gifted Education. Inquiry: Critical thinking across the disciplines.

Opitz, M. (2002). Assessment interviews with parents and teachers. In B. Guzetti (Ed.) American Encyclopedia of Literacy.

Opitz, M. (2002). Literature and Language Play. In J. Kristo & A. McClure (Eds.) Adventuring with Books. Urbana, Illinois: National Council of Teachers of English.

Opitz, M. (2002). Oral reading. In B. Guzetti (Ed.) American Encyclopedia of Literacy.

Opitz, M. (2002). Phonological and phonemic awareness. In B. Guzetti (Ed.) American Encyclopedia of Literacy.

Ford, M. & Opitz, M. (2002). Using centers to engage children during guided reading time: Intensifying learning experiences away from the teacher. Reading Teacher, 55, 710-717.

P

Persichitte, K. A., Caffarella, E. P., & Ferguson Pabst, D. E. (In Press). A continuing journey toward technology infusion within teacher preparation. Tech Trends. Association for Educational Communications and Technology: Bloomington, ID.

Persichitte, K. A., Caffarella, E. P., Conn, C., Javeri, M., & Pabst, D. F., Attitudes about computer use among preservice teachers, 2002 Annual Proceedings (Dallas) of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology, Vol. I, 2002, 357-362.

Persichitte, K. A., Ferguson-Pabst, D. E., & Caffarella, E. P. (2003). University Faculty and the Use of Technology for Instruction. Manuscript submitted for publication (EdMedia 2003).

Heilman, G. E., Persichitte, K. A., & Glorfeld, L. W. (2002). On general application of the technology acceptance model in education, Decision Sciences Institute 2002 Annual Meeting Proceedings, 2002, p. 914-919.

Persichitte, K. A., & Herring, M., (2002) Performance assessment and ECIT program review: Nuts & bolts. Tech Trends, 46(6), 42-45.

Persichitte, K. A., Ferguson-Pabst, D. E., & Caffarella, E. P. (In Press) A coaching model for higher ed. faculty technology integration. Technological Horizons in Education Journal: Tustin, CA.

Picard, C. & Button, L. (2002). You can count on literature: Resources on and off the web to teach math and literature. The Reading Teacher. 55(5), 464.

R

Rude, H. A. (2002). Evaluation of the Montana Behavioral Initiative. Missoula, MT: The Montana Rural Institute.

Rude, H. A. (2002). Alternative special education teacher certification practices. Proceedings of the American Council on Rural Special Education, USA, 22, 158-163.

Rude, H. A. (2002). Leadership for professional development. In K. Murray and J. Stockhouse (Eds.), Professional Development Leadership Academy. Alexandria, VA: National Association of State Directors of Special Education.

Rude, H. A. & Brewer, R. D. (In Press). Assessment of professional development systems: Improving rural special education services. Rural Special Education Quarterly.

Morrison, W. F. & Rude, H. A. (2002). Beyond textbooks: A rationale for a more inclusive use of literature in pre-service special education teacher education programs. Teacher Education and Special Education, 25(2), 114-123.

Rude, H. A. & Stockhouse, J. A. (2002). Accountability systems for professional development. In K. Murray and J. Stockhouse (Eds.), Professional Development Leadership Academy. Alexandria, VA: National Association of State Directors of Special Education.

S

Sanzone, C., Ferguson-Pabst, D. E., Hunt, E. K., Bevill, L., Charsky, D., Javeri, M., Liu, P. L., & Caffarella, E. P. (2002). Using case-based methods to prepare tomorrow's teachers to use technology. Annual Proceedings of Selected Research and Development Presentations at the 2002 National Convention of the Association for Educational Communications and Technology, Dallas, TX.

Schaffer, J. R. (2002). Why haven't all four NCAA men's basketball #1 seeds advanced to the final four. Multiple Linear Regression Viewpoints, 28(2), 14-18.

Fernandez, A. & Scheffel, D. (In Press). A study of the criterion validity of the Mattis Dementia Rating Scale. International Journal of Testing.

Revak, M. & Scheffel, D. (2002). Five course program assessment tools for your assessment toolbox. Higher Learning Commission: A Collection of Papers on Self-Study and Institutional Improvement.

Scheffel, D. L. & Rude, H. A. (2002). Avoiding special education litigation in rural school districts. Proceedings of the American Council on Rural Special Education, USA, 22, 78-81.

Scheffel, D., Shroyer, J., & Strongin, D. (In Press). Significant reading improvement among underachieving adolescents using LANGUAGE!: A structured approach. Journal of Reading Improvement.

Shroyer, J. & Scheffel, D. (In Press). Reading fluency: Classroom strategies that work. Colorado Reading Council Journal.

W

Walsh, W. M., & McGraw, J. (2002). Essentials of Family Therapy II: A Structured Guide to Nine Approaches. Denver: Love Publishing.

Whitaker, K. S. (2003). Principal role changes and influence on principal recruitment and selection: An international perspective. Journal of Educational Administration, 41(1), 9-23.

Whitaker, K. S. (2003). Superintendent perceptions of quantity and quality of principal candidates. Journal of School Leadership, 13(1), 159-180.