Source: http://newiei.cloudaccess.host/initiatives/research/publications
Timestamp: 2019-04-23 00:24:16+00:00

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Aguiar, E., Ambrose, G. A., Chawla, N. V., Goodrich, V., & Brockman, J. (2014). Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Retention. Journal of Learning Analytics, 1 (3) 7-33.
Nwanganga, Frederick, Aguiar, Everaldo, Ambrose, G. Alex, Goodrich, Victoria, Chawla, Nitesh. (2015) "Qualitatively Exploring Electronic Portfolios: A Text Mining Approach to Measuring Student Emotion as an Early Warning Indicator." Proceedings of the Fourth International Conference on Learning Analytics And Knowledge.
Ambrose, G. Alex, Martin, Holly, Page, Hugh (2014) “Linking Advising and ePortfolios for Engagement: Design, Evolution, Assessment, & University Wide Implementation” AAC&U Peer Review Winter 2014, Vol. 16.
Ambrose, G. Alex, & Williamson Ambrose, L. (2013). The Blended Advising Model: Transforming Advising with ePortfolios. International Journal of ePortfolio (IJeP), 3(1), 75-89.
Andrew, Megan and Robert M. Hauser. (December 2011). "Adoption? Evaluating the Formation of Educational Expectations." Social Forces.
Andrew, Megan and Erin Ruel, 2010. "Intergenerational Health Selection in Wealth: A First Look at Parents' Health Events and Inter Vivos Financial Transfers." Social Science Research 39(6): 1126-1136.
Andrew, Megan, 2010. "Retained and Re-Tracked: The Long-Term Effects of Primary Grade Retention and the Students Who Recover from Them." Center for Demography and Ecology Working Paper Series #2006-05. (Rev. February 2011).
Hon, A., Bloom, M., & Crant, M. 2014. Creative context, intrinsic motivation, and creative performance. Journal of Management, 40: 919-941.
Bloom, M. 2013. Are the poor happier? In D. G. Groody & G. Gutiérrez (eds.), The preferential option for the poor beyond theology: An interdisciplinary reader (pp. 69-82), Notre Dame, IN: University of Notre Dame Press.
Lickenbrock, D.M., Braungart-Rieker, J.M., Ekas, N., Zentall, S., Oshio, T., & Planalp, E.M. (2013). Early Temperament and Attachment with Mothers and Fathers as Predictors of Toddler Compliance. Infant and Child Development, 22, 580-602.
Planalp, E.M., Braungart-Rieker, J.M., Lickenbrock, D.M., Zentall, S. (2013). Trajectories of Parenting During Infancy: The Role of Infant Temperament and Marital Adjustment for Mothers and Fathers. Infancy, 18(S1), E16-E45.
Braungart-Rieker, J.M., Hill, A.L., & Karrass, J. (2010). Fear and Anger Reactivity Trajectories From 4 to 16 Months: The Effects of Temperament, Regulation, and Maternal Sensitivity, Developmental Psychology, 46, 791-804.
Brinig, Margaret. From Contract to Covenant: Beyond the Law and Economics of the Family (Harvard University Press, 2000).
Brockman, Jay. Introduction to Engineering: Modeling and Problem Solving (John Wiley & Sons, 2009).
Fuchs, D., Fuchs, L.S., & Burish, P. (2000). Peer-Assisted Learning Strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice.
Carbonaro, William. 2006. “Cross-National Differences in the Skills-Earnings Relationship: The Role of Skill Demands and Labor Market Institutions.” Social Forces 84:1819-1842.
Carbonaro, William. 2006. “Public-Private Differences in Achievement among Kindergarten Students: Differences in Learning Opportunities and Student Outcomes.” American Journal of Education 113:31-65.
Carbonaro, William. 2005. “Tracking, Student Effort, and Academic Achievement.” Sociology of Education 78:27-49.
Covay, Elizabeth, and Carbonaro, William. 2010. “Beyond School Walls: Participation in Extracurricular Activities, Classroom Behavior, and Academic Achievement” Sociology of Education 83:20-45.
Cheng, Y. (2009). When Cognitive Diagnosis Meets Computerized Adaptive Testing: CD-CAT. Psychometrika. DOI: 10.1007/S11336-009-9123-2.
Cheng, Y., & Keng, L. (2009). Computerized adaptive testing in criterion-referenced testing. In Smith, E. & Stone, G. (Eds.), Applications of Rasch Measurement in Criterion-Reference Testing: Practice Analysis to Score Reporting. JAM Press.
Cheng, Y., & Chang. H. (2009). The maximum priority index method for severely constrained item selection in computerized adaptive testing. British Journal of Mathematical and Statistical Psychology, 62, 369-383.
College Student Voices on Educational Reform: Challenging and Changing Conversations, Burke, Kevin, Collier, Brian, Maria McKenna. New York, NY: Palgrave 2013. (This is a collaborative publication with Notre Dame undergraduates and Notre Dame colleagues Maria McKenna and Kevin Burke).
Collier, Brian, and Lindsey Passenger Wieck. “Teaching the American West.” Journal of the West 49, no. 3 (Summer 2010): 8-9.
Collier, Brian. “'To Bring Honor to My Village': Steve Gachupin, the Community of Jemez Ceremony Running, and the Pikes Peak Marathon.” Journal of the West 46, no. 4 (Fall 2007): 62-71.
Collier, Brian. Review of Higher Education in the American West: Regional History and State Contexts. Higher Education & Society. Edited by Lester F. Goodchild, Richard W. Jonsen, Patty Limerick, and David A Longanecker. Western Historical Quarterly (2015).
Collier, Brian. "American Catholicism." American History. ABC-CLIO, 2013.
Collier, Brian. "The Battle for Socialism continues on into the 21st century." American History. ABC-CLIO. September 10, 2010.
Collier, Brian. ABC Clio Essay for High School Students on "Frontier History as False Nationalism." (2009) American History. ABC-CLIO. http://www.americanhistory.abc-clio.com.
Collier, Brian. Icons of Black America, “Harlem Globetrotters,” book chapter, Greenwood Publishing Group, 2010.
Collier, Brian. African American Icons of Sport: Triumph, Courage, and Excellence, “The Harlem Globetrotters,” book chapter Greenwood Publishing Group, 2008.
Cummings, E. M., Merrilees, C.E., Schermerhorn, A.C., Goeke-Morey, M.C., Shirlow, P., & Cairns, E. (2011). Longitudinal pathways between political violence and child adjustment: The role of emotional security about the community in Northern Ireland. Journal of Abnormal Child Psychology, 39, 213-224.
Merrilees, C.E., Cairns, E., Goeke-Morey, M.C., Schermerhorn, A.C., Shirlow, P., & Cummings, E. M. (2011). Associations between mothers’ experience with the Troubles in Northern Ireland and mothers’ and children’s psychological functioning: The moderating role of social identity. Journal of Community Psychology, 39, 60-75.
Cummings, E. M., Merrilees, C. M., Schermerhorn, A. C., Goeke-Morey, M. C., Shirlow, P., & Cairns, E. (2010a). Testing a social ecological model for relations between political violence and child adjustment in Northern Ireland. Development and Psychopathology, 22, 405-418.
Cummings, E. M., Schermerhorn, A. C., Merrilees, C. M., Goeke-Morey, M. C., & Cairns, E. (2010b). Political violence and child adjustment in Northern Ireland: Testing pathways in a social ecological model including single- and two-parent families. Developmental Psychology, 46, 827-841.
Cummings, E. M., & Davies, P. T. (2010). Marital conflict and children: An emotional security perspective. New York and London: The Guilford Press.
Goeke-Morey, M.C., Cummings, E. M., Ellis, K., Merrilees, C.E., Schermerhorn, A.C., Shirlow, P., & Cairns, E. (2009). The differential impact on children of inter- and intra-community violence in Northern Ireland. Peace and Conflict: Journal of Peace Psychology, 15, 367-383.
Cummings, E. M., Goeke-Morey, M.C., Schermerhorn, A.C., Merrilees, C.E., & Cairns, E. (2009). Children and political violence from a social ecological perspective: Implications from research on children and families in Northern Ireland. Clinical Child and Family Psychology Review, 12, 16-38.
Cummings, E. M., & Davies, P.T. (2002). Effects of marital conflict on children: Recent advances and emerging themes in process-oriented research. Journal of Child Psychology and Psychiatry, 43, 31-63.
Cummings, E. M., & Davies, P.T. (1996). Emotional security as a regulatory process in normal development and the development of psychopathology. Development and Psychopathology, 8, 123-139.
Davies, P.T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypothesis. Psychological Bulletin, 116, 387-411.
D'Mello, S. K. & Graesser A. C. (2014). Confusion and its Dynamics during Device Comprehension with Breakdown Scenarios, Acta Psychologica, 151, 106-116. (IF = 2.37; 5Y IF =3.02).
D'Mello, S. K., & Mills, C. (2014). Emotions while Writing about Emotional and Non-emotional Topics, Motivation and Emotion, 38(1), 140-156.
D'Mello, S. K., Lehman, B. Pekrun, R., & Graesser, A. C. (2014). Confusion Can be Beneficial For Learning,Learning & Instruction, 29(1), 153-170.
Dallavis, C. M. (2011). "’Because that’s who I am’: Extending theories of culturally responsive pedagogy to consider religious identity, belief, and practice." Multicultural Perspectives.
Dallavis, C. M. (2011). “Qualified sociopolitical consciousness: Complicating culturally responsive pedagogy in faith-based schools.” Education and Urban Society.
Buehler, J. L., Gere, A. R., Dallavis, C. M., & Haviland, V. S. (2009). “Normalizing the fraughtness: How emotion, race, and school context complicate cultural competence.” Journal of Teacher Education 60(4), 408-418.
Dallavis, C. M. & Johnstone, J. V. (2009). “An evolving university-school partnership: The University of Notre Dame Magnificat Schools.” Catholic Education: A Journal of Inquiry and Practice 13(2), 224-247.
Gere, A. R., Buehler, J. L., Dallavis, C. M., & Haviland, V. S. (2009). “A Visibility Project: Learning to See the Raced Consciousness of Preservice Teachers.” American Educational Research Journal 46(3), 816-852.
Haviland, V. S., Gere, A. R., Buehler, J. L., & Dallavis, C. M. (2009). “Making the journey to cultural competence with poetry.” Multicultural Perspectives 11(1), 19-26.
Dallavis, C. M. (2009, April). “Culturally responsive pedagogy and urban Catholic schools: Promises and pitfalls.” Paper presented at the annual meeting of the National Catholic Education Association, Anaheim.
Dallavis, C. M. (2009, April). “An unexplored intersection: Culturally responsive pedagogy, urban Catholic schools, and immigrant communities.” Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Dallavis, C. M. (2008, November). “How can I implement CRP in my classroom?” Paper presented as part of symposium, “Demystifying culturally responsive pedagogy: Translating theory into classroom practice,” at the annual meeting of the National Council of Teachers of English, San Antonio.
Watzke, J. L. & Dallavis, C. M. (2008, April). “Spiritual dimensions of culturally responsive pedagogy: Research on teacher and student perspectives.” Paper presented at the annual meeting of the American Educational Research Association, New York City.
DelFra, Louis. 5 Minutes with Wisdom: Spiritual Nourishment for Busy Teachers, to be published in May, 2016.
DelFra, Louis. 5 Minutes with the Saints: Spiritual Nourishment for Busy Teachers, editor and co-author, Ave Maria Press, 2014.
DelFra, Louis. The Eucharist as Sacrament of Love (video), executive producer, Pentavision, January, 2013.
DelFra, Louis. 5 Minutes with Christ: Spiritual Nourishment for Busy Teachers, editor and co-author, Ave Maria Press, August, 2011, currently in 3rd printing.
DelFra, Louis. A Teaching Mass (video), executive producer, script author, and co-narrator, Pentavision, January, 2011.
DelFra, Louis. “A Community of Educators” (with Sean McGraw and Timothy R. Scully) in Beyond Alternative Teacher Education: Integrating Teaching, Community, Spirituality, and Leadership, ed. John Watzke, Notre Dame, Alliance for Catholic Education Press, 2006.
DelFra, Louis. “Teaching Theology through Literature: A Justification and Proposed Curriculum for Teachers” in Catholic Education: A Journal in Inquiry and Practice, March, 2004, Volume 8, Number 3, pp. 346-374.
DelFra, Louis. “Come and You Will See: Spirituality in ACE” (with Timothy R. Scully) in Teaching Service and Alternative Teacher Education, ed. Michael Pressley, Notre Dame: University of Notre Dame Press, 2002, pp. 184-214.
DelFra, Louis. “The Mystical Body of Christ: The Role of the Laity in the Catholic Church in the Theology of Hans Urs von Balthasar,” 2002.
Diehl, J.J., & Paul, R. (2013). Acoustic and perceptual measurements of prosody production on the PEPS-C by children with autism. Applied Psycholinguistics.
Diehl, J.J., Schmitt, L., Crowell, C.R., & Villano, M. (2011). The use of social robots in therapy for children with autism spectrum disorders: A review. Research in Autism Spectrum Disorders. Online First. doi:10.1016/j.rasd.2011.05.006.
Diehl, J.J., & Paul, R. (2011). Acoustic differences in the imitation of prosodic patterns in children with autism spectrum disorders. Research in Autism Spectrum Disorders. Online First. doi:10.1016/j.rasd.2011.03.012.
Diehl, J.J., Wolf, J., Herlihy, L., & Moller, A.C. (2011). Seeing red: Are colors a window into implicit societal conceptions about the autism spectrum? Disability Studies Quarterly.
Diehl, J.J. & Berkovits, L. (2010). Is prosody a diagnostic and cognitive bellwether of autism spectrum disorders? In A. Harrison (Ed.) Speech Disorders: Causes, Treatments, and Social Effects (pp. 159-176). New York: Nova Science Publishers, Inc.
Dowd, Robert. 2005. “Muslim Women and Civil Society in sub-Saharan Africa”, in the Encyclopedia of Women and Islamic Cultures, Volume 2, Suad Joseph (ed.). Leiden, The Netherlands:E.J. Brill Academic Publishers, pp. 47-49.
Duffy, John. Writing from These Roots: The Historical Development of Literacy in a Hmong-American Community. Honolulu: University of Hawaii Press, 2007.
Nystrand, M. and Duffy, J., eds. Towards a Rhetoric of Everyday Life: New Directions in Research on Writing, Text, and Discourse. Madison: University of Wisconsin Press, 2002.
Duffy, John. “Letters from The Fair City: A Rhetorical Conception of Literacy.” College Composition and Communication, 56:2. 2004, 223-50.
Frabutt, J. M. (2013). Beyond academics: Supporting the mental, emotional, and behavioral health of students in Catholic schools. Charlotte, NC: Information Age Publishing.
Nuzzi, R. J., Holter, A. C., & Frabutt, J. M. (2013). Striving for balance, steadfast in faith: The Notre Dame study of U.S. Catholic elementary school principals. Charlotte, NC: Information Age Publishing.
Nuzzi, R. J., Frabutt, J. M., & Holter, A. C. (2012). Building assets: The strategic use of closed Catholic schools. Notre Dame, IN: Alliance for Catholic Education.
Holter, A. C., & Frabutt, J. M. (2011). Action research in Catholic schools: A step-by-step guide for practitioners (2nd edition). Notre Dame, IN: Alliance for Catholic Education Press.
MacKinnon-Lewis, C., Lindsey, E. W., Frabutt, J. M., & Chambers, J. C. (2014). Mother-adolescent conflict in African American and European American families: The role of corporal punishment, adolescent aggression, and adolescents' hostile attributions of mothers’ intent. Journal of Adolescence, 37(6), 851–861.
Frabutt, J. M., Holter, A. C., & Nuzzi, R. J. (2013). What are they saying about Catholic schools? A systematic review of the discourse on preK-12 Catholic education, 2005-2010. Journal of Research on Christian Education, 22(1), 75-96.
Hefner, M. K., Frabutt, J. M., Harvey, L. K., Di Luca, K. L., & Shelton, T. L. (2013). Resident perceptions of an overt drug elimination strategy. Journal of Applied Social Science, 7(1), 61-78.
Harvey, L. K., Di Luca, K. L., Hefner, M. K., Frabutt, J. M., & Shelton, T. L. (2013). Systematic observations of neighborhood order: Assessing the methodology in evaluating a community-based initiative. Journal of Applied Social Science, 7(1), 42-60.
Frabutt, J. M., & Speach, G. (2012). Principals’ perspectives on school mental health and wellness in U.S. Catholic elementary schools. School Mental Health: A Multidisciplinary Research and Practice Journal, 4(3), 155-169.
Garnett, Richard. Briefly Noted, First Things (March 2008) (reviewing Philip Bess, Till We Have Built Jerusalem: Architecture, Urbanism, and the Sacred (2006)).
Garnett, Richard. Briefly Noted, First Things (Oct. 2007) (reviewing Patrick M. Garry, Wrestling with God: The Courts’ Tortuous Treatment of Religion (2007)).
Garnett, Richard. A Matter of Opinion: Hein v. Freedom From Religion Foundation, Inc.,Liberty (Nov./Dec. 2007).
Garnett, Richard. Religion and Group Rights: Are Churches (Just) Like the Boy Scouts?, 22 St. John’s J. Leg. Comment. 515 (2007).
Garnett, Richard. Pluralism, Dialogue, and Freedom: Professor Robert Rodes and the Church-State Nexus, 22 J. L. & RELIGION 503 (2007).
Groody, Daniel G., Globalization, Spirituality, and Justice: Navigating the Path to Peace. Maryknoll, NY: Orbis Books, 2007, 280 pages. Translated into Spanish as Globalización, Espiritualidad y Justicia: Navegando por la Ruta a la Paz. Madrid: Verbo Divino, 2009, 441 pages.
Groody, Daniel G., Border of Death, Valley of Life: An Immigrant Journey of Heart and Spirit. Lanham, MD: Rowman and Littlefield Press, 2002, 188 pages. Translated into Spanish as Frontera de Muerte, Valle de Vida: Un Caminar del Inmigrante Mexicano. Mexico City: Editorial San Pablo, 2005, 192 pages.
Howard, G. S. (2006). Stanford Ovshinsky and the hydrogen economy: Creating a better world. Notre Dame, IN: Academic Publications.
Howard, G. S., (Ed.) (2004). For the love of teaching. Notre Dame, IN: Academic Publications.
Jensen, Richard. "Product Differentiation and Public Education", Journal of Public Economic Theory, 69-93, January, 2001 (with W. Hoyt).
Cosner, S., & Jones, M. F. (2016). Leading school-wide improvement in low-performing schools facing conditions of accountability: Key actions and considerations. Journal of Educational Administration.
Kloser, M. and Wilsey, M. (2015). No blue ribbon: Reforming science fairs in middle and high school science education, The Science Teacher, 82(8).
Kloser, M. J. and Brownell, S. E. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 1 – 20.
Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185 – 1217.
Kloser, M. & Bofferding, L. (2014). Middle and high school students’ conceptions of climate change mitigation and adaptation strategies. Environmental Education Research.
Brownell, S., Kloser, M., Fukami, T., Shavelson, R. (2013). Context matters: Volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses. Journal of Microbiology and Biology Education, 14(2), 176 – 182.
Kloser, M. (2013). Exploring high school biology students’ engagement with more and less epistemologically considerate texts. Journal of Research in Science Teaching, 50(10), 1232 – 1257.
Kloser, M., Brownell, S., Fukami, T., Shavelson, R. (2013). Effects of a research-based ecology lab course: A study of non-volunteer achievement, self-confidence, and perception of lab course purpose. Journal of College Science Teaching.
Martinez, J.F., Borko, H., Stecher, B., Luskin, R., Kloser, M. (2012). Measuring quality assessment in science classrooms through artifacts and self-report. Educational Assessment.
Brown, B.; Henderson, B.; and Kloser, M. (2012). Bridging cultures: The role of culturally relevant pedagogy, discursive identity, and conceptual continuities in the promotion of scientific literacy. In Moore, J. L. III and Lewis, C.W. (Eds.) Urban School Contexts for African American Students: Crisis and prospects for improvement. New York: Peter Lang Publishers.
Kloser, M. (2012). A place for the nature of biology in biology education. Electronic Journal of Science Education, 16(2), 1-21.
Kloser, M. (2011). The impact of traditional textbook and epistemologically transparent accounts on high school biology students' interest, comprehension, and epistemology. (Doctoral dissertation).
Narvaez, D. & Lapsley, D.K. (Eds., 2009). Moral self, motivation and identity: Prospects for new field of study. Cambridge: Cambridge University Press.
Power, F.C., Narvaez, D., Nuzzi,, R., Lapsley, D.K. & Hunt, T. (Eds., 2008) Moral education: A handbook.. Greenwood Publishing.
Lapsley, D.K. & Power, F.C. (Eds., 2005). Character psychology and character education. Notre Dame, IN: University of Notre Dame Press.
Lapsley, D.K. & Narvaez, D. (Eds., 2004). Moral development, self and identity. Lawrence Erlbaum Associates, Inc.
Lapsley, D.K. (2007) Moral self-identity as the aim of education. In L. Nucci & D.Narvaez (Eds). Handbook of Moral and Character Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Lapsley, D.K. & Narvaez, D. (2006). Character education. In Vol. 4 (A. Renninger & I. Siegel, volume eds.), Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.
Maxwell, S. E., Howard, G. S., & Lau, M. Y. (2015). Is psychology suffering from a replication crisis? What does “failure to replicate” really mean? American Psychologist.
Anderson, S. F., & Maxwell, S. E. (2015). There’s more than one way to conduct a replication study: Beyond statistical significance. Psychological Methods.
Wang, L., & Maxwell, S. E. (2015). On disaggregating between-person and within-person effects with longitudinal data using multilevel models. Psychological Methods, 20, 63-83.
Yang, M., Wang, L., & Maxwell, S. E. (2015). Bias in longitudinal data analysis with missing data using typical linear mixed-effects modeling and pattern-mixture approach: An analytical illustration. British Journal of Mathematical and Statistical Psychology, 68, 246-267.
Yang, M., & Maxwell, S. E. (2014). Treatment effects in randomized longitudinal trials with different types of non-ignorable dropout. Psychological Methods, 19, 188-210.
Russell, A., Haeffel, G. J., Hankin, B. L., Maxwell, S. E., & Perera, R. A. (2014). Moving beyond main effects: A data analytic strategy for testing complex theories of clinical phenomena. Clinical Psychology: Science and Practice, 21, 385-397.
Yuan, K.-H., Cheng, Y., & Maxwell, S. E. (2014). Moderation analysis using a two-level regression model. Psychometrika, 79, 701-732.
Mitchell, M. A., & Maxwell, S. E. (2013). A comparison of the cross-sectional and sequential designs when assessing longitudinal mediation. Multivariate Behavioral Research, 48, 301-339.
Maxwell, S. E., Cole, D. A, & Mitchell, M. A. (2011). Bias in cross-sectional analyses of longitudinal mediation: Partial and complete mediation under an autoregressive model. Multivariate Behavioral Research, 46, 816-841.
Cole, D. A., & Maxwell, S. E. (2009). Statistical methods for risk-outcome research: Being sensitive to longitudinal structure. Annual Review of Clinical Psychology, 5, 71-96.
Mayotte, G. (2010). Let your light shine: A guide for preparing to teach in a Catholic school, Notre Dame, IN: ACE Press.
Mayotte, G. (2010). Faculty prayer in Catholic schools: A Survey of Practices and meaning. Catholic Education: A Journal of Inquiry and Practice. 13(3): pp. 329-349.
Mayotte, G. (2010). Fostering the prayer life of the Catholic school faculty. Today’s Catholic Teacher. April: pp. 49-52.
Mayotte, G. (2007). Prayers to Guide Teaching. Notre Dame, IN: ACE Press.
Mayotte, G. (2003). Steppingstones to success: Previously developed career competencies and their benefits to career switchers transitioning to teaching. Teaching and Teacher Education. 19(7): 681 – 695.
Mayotte, G. (2003). Know why, know how, know whom: Steppingstones to success for second career teachers. In Scherer, M. (Ed.). Keeping Good Teachers. ASCD Publications, 141-148.
Albert, L. Mayotte, G. and Cutler-Sohn, S. (2002). Making observation interactive. Teaching Mathematics in the Middle Grades, 7(7): 396-401.
McGraw, Sean D. “Managing Change: Party Competition in the New Ireland,” Irish Political Studies, Volume 23, Number 4, December 2008.
Fyfe, E. R., McNeil, N. M., & Rittle-Johnson, B. (2015). Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task. Child Development, 3, 927-935.
McNeil, N. M., Chesney, D. L., Matthews, P. G., Fyfe, E. R., Petersen, L. A., & Dunwiddie, A. E. (2012). It pays to be organized: Organizing addition knowledge around equivalent values facilitates understanding of math equivalence. Journal of Educational Psychology, 104, 1109-1121.
McNeil, N. M., Rittle-Johnson, B., Hattikudur, S., & Petersen, L. A. (2010). Continuity in representation between children and adults: Arithmetic knowledge hinders undergraduates’ algebraic problem solving. Journal of Cognition and Development, 11, 437-457.
McNeil, N. M. (2008). Limitations to teaching children 2 + 2 = 4: Typical arithmetic problems can hinder learning of mathematical equivalence. Child Development, 79, 1524-1537.
McNeil, N. M. (2007). U-shaped development in math: Seven year olds outperform nine year olds on mathematical equivalence problems. Developmental Psychology, 43, 687-695.
Knuth, E. J., Stephens, A. C., McNeil, N. M. & Alibali, M .W. (2006). Does understanding the equal sign matter? Evidence from solving equations. Journal for Research in Mathematics Education, 37, 297-312.
McNeil, N. M., & Alibali, M. W. (2005). Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899.
Narvaez, D., Valentino, K., Fuentes, A., McKenna, J., & Gray, P. (Eds.) (2014). Ancestral Landscapes in Human Evolution: Culture, Childrearing and Social Wellbeing. New York, NY: Oxford University Press.
Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.) (2014). Handbook of Moral and Character Education (2nd Ed.). New York, NY: Routledge.
Lapsley, D., Holter, A., & Narvaez, D. (2013). Teaching for Character: Three Strategies for Teacher Education. In M. Sanger & R. Osgulthorpe (Eds.), The Moral Work of Teaching: Preparing and Supporting Practitioners. New York: Teachers College Press.
Narvaez, D. (2010). Moral complexity: The fatal attraction of truthiness and the importance of mature moral functioning. Perspectives on Psychological Science, 5(2), 163-181.
Narvaez, D. (2010). The emotional foundations of high moral intelligence. In B. Latzko & T. Malti (Eds.).Children’s Moral Emotions and Moral Cognition: Developmental and Educational Perspectives, New Directions for Child and Adolescent Development, 129, 77-94. San Francisco: Jossey-Bass.
Narvaez, D. (2007). How cognitive and neurobiological sciences inform values education for creatures like us. In D. Aspin & J. Chapman (Eds.), Values Education and Lifelong Learning: Philosophy, Policy, Practices (pp. 127-159). Springer Press International.
Lapsley, D. K. & Narvaez, D. (2006). Character education. In Vol. 4 (A. Renninger & I. Siegel, volume Eds.),Handbook of Child Psychology (W. Damon & R. Lerner, Series Eds.) (pp. 248-296). New York: Wiley.
Nuzzi, R. Chapter on Catholic schools in the United States, in Global Perspectives on Catholic Religious Education in Schools. (Eds. Buchanan & Gellel). Springer, 2015 (forthcoming).
Nuzzi, R. “Catholic Identity,” in Catholic Schools Still Make A Difference, Washington, DC: National Catholic Educational Association, 2002.
Nuzzi, R. “Documents on Catholic Education,” in Handbook of Research on Catholic Education. (Eds. Thomas Hunt, Ellis Joseph, & Ronald Nuzzi). Westport, CT: Greenwood Press, 2001.
Nuzzi, R. “Spirituality & The Teaching of Religion,” in Handbook of Research on Catholic Education. (Eds. Thomas Hunt, Ellis Joseph, & Ronald Nuzzi). Westport, CT: Greenwood Press, 2001.
Nuzzi, R. Gifts of the Spirit: Multiple Intelligences in Religious Education. Washington, DC: National Catholic Educational Association, 1999. ISBN 1-55833–236-7. Second edition.
O’Hara, Patricia. Churning Claims Under Federal Securities Law, in Contemporary Issues in Securities Regulation 325 (M. Steinberg ed., Butterworth Legal Publishers 1988).
O’Hara, Patricia. Legal Aspects of Insider Trading, in Ethics and the Investment Industry 101 (John Houck and Rev. Oliver F. Williams, C.S.C., eds., Notre Dame Center for Ethics and Religious Values in Business and University Press of America 1989).
O’Hara, Patricia. The Elusive Concept of Control in Churning Claims Under Federal Securities and Commodities Law, 75 Georgetown Law Journal 1875 (1987); reprinted in 21 Securities Law Review 281 (1989).
O’Hara, Patricia. Erosion of the Privity Requirement in Section 12(2) of the Securities Act of 1933: The Expanded Meaning of Seller, 31 UCLA Law Review 921 (1984); cited in Pinter v. Dahl, 486 U.S. 622, 648 n. 24 (1988).
Schoenig, J. A Ghoulish Inconsistency: A Comment on Tim Keller’s “The National Implications of Cain v. Horne”, 4 Journal of School Choice 3, (2010).
Schoenig, J. “Affecting Design Change in the Preparation of Teachers: Best Practices in Alternative Teacher Education,” in Beyond Alternative Teacher Education: The Impact of Classroom Experience (2007).
Sikkink, David. 2012. “Academic and Social Effects of Protestant and Catholic Schools.” In James C. Carper and Tom Cook (eds.), Praeger Handbook of Faith-Based Schooling in the United States (Westport, Connecticut: Praeger Publishers).
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