From the Ruth S. Ammon School of Education
Adeniji-Neill, D. (2020).ÌýEmpowered Women: Nigerian Society, Education, and Empowerment.ÌýNY: Peter Lang.
Antony, P. J., and Vaughn-Shavuo, F. (2020). Tracking Attitudinal Changes Among Teacher Candidates in Support of Ensuring Inclusive and Equitable Quality Education.ÌýCurrent Studies in Comparative Education, Science and Technology.Ìý7(1-2), pp. 10-26.
Bauler, C., Wang, X.-L., and Thornburg, D. (2021). Developing global mindedness in teacher education through study abroad for pre- and in-service teachers: Transformative on a global scale. NY: Routledge.
O’Loughlin, M. (In press, 2020). Book review.ÌýCBT: The Cognitive Behavioral Tsunami: Managerialism Politics, and the Corruptions of Science, by Farhad Dalal. London & NY: Routledge, 2018.ÌýPsychoanalysis, Culture & Society.
O’Loughlin, M. (2020). Whiteness in the psychoanalytic imagination.ÌýContemporary Psychoanalysis, 56(2-3), pp. 353-374.
O’Loughlin, M. (2020). Returning to school after COVID-19: Creating emotionally healing spaces for children in Brazilian schools.ÌýRevista Linha Mestra, 41A, pp. 44-51. (Published by Associação de Leitura do Brasil).
O’Loughlin, M., O’Neill, R., and Owens, C. (2020). The subject of Ireland: Introduction to special issue on contemporary Ireland.ÌýPsychoanalysis, Culture & Society, 25(3), pp. 303-311.Ìý
O’Loughlin, M. (2020). Ethical loneliness in the psychiatric clinic: The manufacture of non-belonging.ÌýEthics, Medicine and Public Health, 14, July-Sept., 100518.
O’Loughlin, M., and Voela, A. (2020). Editorial note.ÌýPsychoanalysis, Culture, & Society, 25(1), pp. 1-4.
Weida, C. L. (2020). Zine Objects and Orientations in/as Arts Research: Documenting Art Teacher Practices and Identities Through Zine Creation, Collection, and Criticism.ÌýStudies in Art Education.Ìýpp. 267-281.
Weida, C. L., and Bradbury, C. (2020) The Unicorn as lifelong companion: Remixing inclusive, intergenerational art education journeys with the freedom of Froebel and wildness of Waldorf.”ÌýInternational Journal of Lifelong Learning in Art Education, 3(6).
Weida, C. L., and Bradbury, C. (2020). Magical aesthetics of unicorns in girlhood visual culture.ÌýVisual Culture & Gender, 15(1), pp. 44-55.
Weida, C. L. (2020). “Women of Power and the Mothers Who Molded Them”: Matriarchal Mentorship and Symbols of Sisterhood inÌýSupergirl.ÌýIn Wehler, M., and Rayborn, T. (editors).ÌýÌýMcFarland.
Weida, C., Adeniji-Neill, D., and Cambronero Varela, C. (2020).ÌýIlluminations of Social Imagination: Learning from Maxine Greene. New York: Dio.
From the Department of Communication Sciences and Disorders
Battaglia, D. (2020). Explicit teaching of critical thinking skills in communication science and disorders.ÌýTeaching and Learning in Communication Sciences & Disorders,Ìý4(2), pp. 1-15.Ìý
Lederer, S.H., and Abruzzino, T. (2020). We Are in a Book: Using Metafictive Picture Books to Facilitate Emergent Literacy Goals.ÌýPerspectives of the ASHA Special Interest Groups.Ìý(First published online October 13, 2020).Ìý.
From the Department of Health and Sport Sciences
Mercier, K., Donovan, C., and Gibbone, A. (2020). Investigating the impact of federal funding on students’ attitudes toward physical education.ÌýThe Physical Educator,Ìý77(1), pp. 98-116.
Phillips, S., Marttinen, R., Mercier, K., and Gibbone, A. (2020 Online-Ahead of Print). Middle school students’ perceptions of physical education: A qualitative look.ÌýJournal of Teaching in Physical Education.
Whitley, M. A., Fraser, A., Dudfield, O., Yarrow, P., and Van der Merwe, N. (2020). Insights on the funding landscape for monitoring, evaluation, and research in sport for development.ÌýJournal of Sport for Development,Ìý8(14), pp. 21-35.
Whitley, M. A., and Welty Peachey, J. (2020). Place-based sport for development accelerators: A viable route to sustainable programming?ÌýManaging Sport and Leisure.Ìý