References (2/3) – Best Practices for Education Professionals

156 Best Practices for Education Professionals
for classroom teachers (5th ed.). Upper Saddle
River, NJ: Pearson.
Friend, M., & Cook, L. (2003). Interactions:
Collaboration skills for school professionals.
Boston, MA: Allyn and Bacon.
Guetzloe, E. (1999). Inclusion: The broken
promise. Preventing School Failure, 43(3), 9298.
Harvey, M. W., Yssel, N., Bauserman, A. D., &
Merbler, J. B. (2010). Preservice teacher prepa-
ration for inclusion: An exploration of higher
education teacher-training programs. Remedial
and Special Education, 31(1), 2433.
Hestenes, L. L., Laparo, K., Scott-Little, C.,
Chakravarthi, S., Lower, J. K., Cranor, A., Cas-
sidy, D. J., & Niemeyer, J. (2009). Team teaching
in an early childhood interdisciplinary program:
A decade of lessons learned. Journal of Early
Childhood Teacher Education, 30, 172183.
Kearney, C. A., & Durand, V. M. (1992). How
prepared are our teachers for mainstreamed
classroom settings? A survey of postsecondary
schools of education in New York State. Excep-
tional Children, 59(1), 611.
Kluth, P., & Straut, D. (2003). Do as we say and
as we do: Teaching and modeling collaborative
practice in the university classroom. Journal of
Teacher Education, 54(3), 228240.
Luster, J. N., & Durrett, J. (2003, November).
Does educational placement matter in the per-
formance of students with disabilities? Paper
presented at the annual meeting of the Mid-South
Educational Research Association, Biloxi, MS.
McLeskey, J. (2007, April). Inclusive practices
in urban schools: What’s the status and where’s
the evidence? Paper presented at the annual
meeting of the Council for Exceptional Children,
Louisville, KY.
McLeskey, J., Hoppey, D., Williamson, P., &
Rentz, T. (2004). Is inclusion an illusion? An ex-
amination of national and state trends toward the
education of students with learning disabilities
in general education classrooms. Learning Dis-
abilities Research and Practice, 19, 109115.
NYSED (New York State Education Depart-
ment). (2010). The inventory of registered pro-
grams: Report on searches requested by institu-
tion name order. Retrieved December 1, 2010,
from http://www.nysed.gov/heds/IRPSL1.html
Rea, P. J., McLaughlin, V. L., & Walther-
Thomas, C. (2002). Outcomes for students with
learning disabilities in inclusive and pullout pro-
grams. Exceptional Children, 2, 203222.
Stainback, W., & Stainback, S. (1995). Con-
templating inclusive education from a histori-
cal perspective. In R. A. Villa & J. S. Thousand
(Eds.), Creating an Inclusive School (pp. 16–27).
Alexandria, VA: Association for Supervision and
Curriculum Development.
USDE (U. S. Department of Education). (2007).
Archived: A 25 year history of the IDEA. Re-
trieved November 29, 2010, from http://www2.
ed.gov/policy/speced/leg/idea/history.html
Villa, R. A., & Thousand, J. S. (1995). The ratio-
nales for creating inclusive schools. In R. A. Vil-
la & J. S. Thousand (Eds.), Creating an Inclusive
School (pp. 28–44). Alexandria, VA: Association
for Supervision and Curriculum Development.
Villa, R. A., Thousand, J. S. Nevin, A., & Liston,
A. (2005). Successful inclusive practices in mid-
dle and secondary schools. American Secondary
Education, 33(3), 350.
Warren, E. (1954). Brown v. Board of Education
of Topeka. 347 U.S. 483, 493.
Washor, E., & Mojkowski, C. (2007). What do
you mean by rigor? Educational Leadership,
64(4), 8487.
8
Carroll, L. (2010). Counseling sexual and gen-
der minorities. Upper Saddle River, NJ: Pearson.
DePaul, J., Walsh, M. E., & Dam, U. C. (2009).
The role of school counselors in addressing sex-
ual orientation in schools. Professional School
Counseling, 12, 300308.
Dinkes, R., Kemp, J., & Baum, K. (2009). Indi-
cators of School Crime and Safety: 2008 (NCES
2009–022/NCJ 226343). National Center for Ed-
ucation Statistics, Institute of Education Scienc-
es, U.S. Department of Education, and Bureau
of Justice Statistics, Office of Justice Programs,
U.S. Department of Justice. Washington, DC.
Espelage, D. L., & Swearer, S. M. (2008). Ad-
dressing research gaps in the intersection be-
tween homophobia and bullying. School Psy-
chology Review, 37(2), 155159.
Fisher, E., Komosa-Hawkins, K., Saldana, E.,
Thomas, G., Hsiao, C, Rauld, M., & Fraser, L.
(2009). Depth psychotherapy with transgender
people. Sexual and Relationship Therapy, 24(2),
126142.
Galligan, S. B., Barnett, R. V., Brennan, M. A.,
& Israel, G. D. (2010). The effects of gender role
conflict on adolescent and emerging adult male
resiliency. Journal of Men’s Studies, 18, 321.
Goodenow, C., Szalacha, L., & Westheimer, K.
(2006). School support groups, other school fac-
tors, and the safety of sexual minority adoles-
cents. Psychology in the Schools, 43(5), 573589.
Graybill, E., Varjas, K., Meyers, J., & Watson,
L. (2009). Content specific strategies to advocate
for lesbian gay, bisexual, and transgender youth:
an exploratory student. School Psychology Re-
view, 38(4), 570584.
Hall, H. (2006). Teach to reach: Addressing les-
bian, gay, bisexual, and transgender youth issues
in the classroom. The New Educator, 2, 149157.
Harris Interactive and GLSEN. (2005). From
teasing to torment: School climate in America.
A survey of students and teachers. New York:
GLSEN.
Katch, H., & Katch, J. (2010). When boys won’t
be boys: Discussing gender with young children,
Harvard Educational Review, 80(3), 379–390,
436.
Kilman, C. (2009). Five steps to safer schools.
The Education Digest, 75(4), 3738.
Kokopeli, B., & Lakey, G. (2004) More power
than we want. In M. L. Anderson, & P. Hill Col-
lins. Race class, and gender: An anthology (5th
ed., pp. 494–499). Belmont, CA:Wadsworth/
Thompson.
Kosciw, J. G., Diaz, E. M., & Greytak, E. A.
(2008). 2007 School Climate Survey: The expe-
riences of lesbian, gay, bisexual, and transgen-
der students in our nation’s schools. New York:
GLSEN.
Kosciw, J. G., Greytak, E. A., Diaz, E. M., &
Bartkiewicz, M. J. (2010). The 2009 School Cli-
mate Survey: The experiences of lesbian, gay, bi-
sexual, and transgender students in our nation’s
schools. New York: GLSEN.
Magagna, J., & Goldsmith, T. P. (2009). Com-
plication in the development of a female sexual
identity. Journal of Child Psychotherapy, 35(1),
6280.
Matthews, C. R. (2005). Infusing lesbian, gay,
and bisexual issues into counselor Education.
Journal of Humanistic Counseling, Education
and Development, 44, 168180.
Morillas, C., & Gibbons, C. (2010). Strategies
for school personnel to support and protect les-
bian, gay, bisexual, and transgendered students.
Georgia State University Center for School Safe-
ty, School Climate, and Classroom Management
Retrieved November 9, 2010, from http://educa-
tion.gsu.edu/schoolsafety/
Mule, C., Lippus, K., Santora, K., Cicala, G.,
Smith, B., Catald, J., & Li, C. (2009). Advancing
social justice through primary prevention. Com-
munique, 37 (8), 68.
PFLAG. (2010) Parents, families, and friends of
lesbians and gays. Retrieved from http://com-
munity.pflag.org
Pollock, S. (2006). Counselor roles in dealing
with bullies and their LGBT victims. Middle
School Journal, 2936.
Priess, H. A., Lindberg, S. M., & Hyde, J. S.
(2009). Adolescent gender-role identity and
mental health: Gender intensification revised.
Child Development, 80(5), 15311544.
Savin-Williams, R. C, & Diamond, L. M. (2000).
Sexual identity trajectories among sexual-minor-
ity youths: Gender comparisons. Archives of
Sexual Behavior, 29(6), 607626.
Striepe, M. I., & Tolman, D. L. (2003). Mom,
dad, I’m straight: The coming out of gender ide-
ologies in adolescent sexual identity develop-
ment. Journal and Clinical Child and Adolescent
Psychology, 32(4), 523530.
Swearer, S., Turner, R., Givens, J., & Pollack, W.
(2008). You’re so gay: Do different forms of bul-
lying matter for adolescent males? School Psy-
chology Review, 37(2), 160173.
Tableman, B., & Herron, A. (2004). Best prac-
tice briefs: School climate and learning. No. 31,
December, 2004. East Lansing, MI: University-
Community Partnerships @ Michigan State Uni-
versity.
Tharinger, D. (2008). Maintaining the hegemon-
ic masculinity through selective attachment, ho-
mophobia, and gay-baiting in schools: Challenges
References 157
158 Best Practices for Education Professionals
to intervention. School Psychology Review, 37
(2), 221227.
Varjas, K., Dew, B., Marshall, M., Graybill, E.,
Singh, A., Meyers, J., & Birckbichler, L. (2008).
Bullying in schools towards sexual minority
youth. Journal of School Violence, 7(2), 5986.
Wester, . R., McDonough, T. A., White, M., Vo-
gel, D. L., & Taylor, L (2010). Using gender role
conflict theory in counseling male-to-female
transgender individuals. Journal of Counseling
and Development, 88, 214219.
Winter, M. (2004). Reconceptualizing the gay
teen. Human Ecology, (1), 1416.
Wisdom, J. P., Ress, A. M., Riley, K. J., & Weis,
T. R. (2007). Adolescents’ perceptions of the
gendered context of depression: “Tough” boys
and objectified girls. Journal of Mental Health
Counseling, 29, 142144.
9
College Board. (2010). Statistical definitions.
Retrieved from http://professionals.college-
board.com/data-reports-research/sat/definitions.
Connolly, P. (2007). Quantitative data analysis
in education: A critical introduction using SPSS.
New York: Routledge.
Cruickshank, D. (1990). Research that informs
teachers and teacher educators. Bloomington,
IN: Phi Delta Kappa. Retrieved from ERIC da-
tabase.
Fleischman, S. (2006). Moving to evidence-
based professional practice. Educational Lead-
ership, 63(6), 87–90. Retrieved from ERIC da-
tabase.
Greenwood, C., & Maheady, L. (2001). Are fu-
ture teachers aware of the gap between research
and practice and what should they know? Teach-
er Education and Special Education, 24(4),
333–47.
Hodges, H., & Mid-Atlantic Lab. for Student
Success (1995). Using Research To Inform Prac-
tice in Urban Schools. Ten Key Strategies for
Success. Spotlight on Student Success. No. 103.
Retrieved from ERIC database.
Mji, A. (2009). Differences in university stu-
dents’ attitudes and anxiety about statistics.
Psychological Reports, 104(3), 737–744. doi:
10.2466/PR0.104.3.737-744.
Murtonen, M. (2005). University students’ re-
search orientations: Do negative attitudes ex-
ist oward quantitative methods? Scandinavian
Journal of Educational Research, 49(3), 263–
280. doi: 10.1080/00313830500109568.
Murtonen, M., & Lehtinen, E. (2003). Difficul-
ties experienced by education and sociology stu-
dents in quantitative methods courses. Studies
in Higher Education, 28(2), 171–185. Retrieved
from Academic Search Alumni Edition database.
Onwuegbuzie, A. J., & Daley, C. E. (1999). Per-
fectionism and statistics anxiety. Personality
and Individual Differences, 26, 1089–1102. doi:
10.1016/S0191-8869(98)00214-1.
Onwuegbuzie, A. J., DaRos, D., & Ryan, J.
(1997). The components of statistics anxiety:
A phenomenological study. Focus on Learning
Problems in Mathematics, 19(4), 11–35. Re-
trieved from ERIC (EJ558838).
Onwuegbuzie, A. J., & Wilson, V. A. (2003).
Statistics anxiety: Nature, etiology, antecedents,
effects, and treatments: A comprehensive review
of the literature. Teaching in Higher Education,
8(2), 195–209. Retrieved from Academic Search
Complete.
Pan, W., & Tang, M. (2004). Examining the ef-
fectiveness of innovative instructional methods
on reducing statistics anxiety for graduate stu-
dents in the social sciences. Journal of Instruc-
tional Psychology, 31, 149–159. Retrieved from
Academic Search Complete.
Pan, W., & Tang, M. (2005). Students’ percep-
tions on factors of statistics anxiety and in-
structional strategies. Journal of Instructional
Psychology, 32(3), 205–214. Retrieved from
Academic Search Complete database.
Papanastasiou, E. C., & Zembylas, M.
(2008). Anxiety in undergraduate research
methods courses; Its nature and implica-
tions, International Journal of Research &
Method in Education, 31(2), 155–167. doi:
10.1080/17437270802124616
Roderick, M., Easton, J., & Sebring, P. (2009).
The consortium on Chicago school research: A
new model for the role of research in support-
ing urban school reform. Consortium on Chicago
School Research. Retrieved from ERIC database.
Syque. (2010). Quality tools: Tools and tech-
niques for quality improvement and problem
solving [Image]. Retrieved from. http://syque.
com/quality_tools/toolbook/Variation/Im-
age375.gif.
Walsh, J. J., & Ugumba-Agwunobi, G. (2002).
Individual differences in statistics anxiety:
the roles of perfectionism, procrastination and
trait anxiety. Personality and Individual Dif-
ferences, 33(2), 239–251. doi: 10.1016/S0191-
8869(01)00148-9.
10
CEO Forum on Education Technology. (2000).
School technology and readiness: A focus on
digital learning. Retrieved June 1, 2010, from
http://www.ceoforum.org/downloads/report3.
pdf
Gay, L. R., Mills, G. E., & Airasian, P. (2006).
Educational research: Competencies for analy-
sis and applications (8th ed.). Upper Saddle
River, NJ: Pearson.
Holliday, W., & Li, Q. (2004). Understanding
the Millennials: Updating our knowledge about
students. Reference Services Review, 32(4),
356–366.
Howe, N., & Strauss, W. (2000). Millenials ris-
ing. New York: Vintage Books.
Junco, R., & Mastrodicasa, J. M. (2007). Con-
necting to the Net.Generation: What higher edu-
cation professionals need to know about troday’s
students. Washington, DC: NASPA.
Kellogg School of Management. (2002). The
risk of misreading Generation-Y: The need for
new marketing strategies. Retrieved September
14, 2009, from http://www.kellogg.northwest-
ern.edu/research/risk/geny/moreabout.htm
Krayewski, K. (2009). Generation Y and why
they matter. Retrieved May 26, 2010, from http://
internationalaffairs.suite101.com/article.cfm/
generation_y
Oblinger, D. G. (2003). Boomers, Gen-Xers, and
Millennials: Understanding the new students.
Retrieved on September 13, 2009, from http://
www.educause.edu/EDUCAUSE+Review/
EDUCAUSEReviewMagazineVolume38/
BoomersGenXersandMillennialsUn/157842
Prensky, M. (2001). Digital Natives, Digital Im-
migrants. On the Horizon, 9(5), 1–10.
Society for Information Technology and Teacher
Education. (2010). Statement of basic principles
and suggested actions. Retrieved September 6,
2010, from http://site.aace.org/position-paper.
html
Spiro, C. (2006). Generation Y in the work-
place. Defense Acquisition University. Re-
trieved September 13, 2009, www.dau.mil/pubs/
dam/11_12_2006/11_12_2006_spi_nd06.pdf
Strudler, N., Archambault, L., Bendixen, L.,
Anderson, D., & Weiss, L. (2003). Project
THREAD: Technology helping restructure
educational access and delivery. Educational
Technology, Research, and Development, 50(1),
41–56.
Swain, C. (2006). Preservice teachers’ self-as-
sessment using technology: Determining what
is worthwhile and looking for changes in daily
teaching and learning practices. Journal of Tech-
nology and Teacher Education, 14(1), 29–59.
Wilson, M., & Gerber, L. E. (2008). How gen-
erational theory can improve teaching: Strategies
for working with the “Millennials.” Currents in
Teaching and Learning, 1(1), 29–44.
11
apology. (n.d.). Dictionary.com Unabridged.
Retrieved April 30, 2010, from http://dictionary.
reference.com/browse/apology
Goodman, P. (1970). New reformation: Notes
of a neolithic conservative. New York: Random
House.
Mat
é,
G. (1999). Scattered. Retrieved April 11,
2010, from http://www.scatteredminds.com/
ch25.htm
Miller, A. (1990). The drama of the gifted child:
The search for the true self. New York: Basic
Books.
Polo, L. (1991). Qui
én es el
hombre: Un espíritu
en el mundo [Who is man: A spirit in the world].
Naturaleza e historia, No. 58. Madrid: Rialp.
Postman, N. (1992). Technopoly: The surrender
of culture to technology. New York: Knopf.
Sarason, S. B. (2004). And what do you mean by
learning? Portsmouth: Heinemann.
References 159
This page intentionally left blankThis page intentionally left blank