Submissions from 2024
Domestic Study Away in Higher Education: A Systematic Literature Review, Natalie I. Cruz and Melissa Whatley
From terror to pride: Supporting faculty through a blended learning community of transformation during the COVID-19 pandemic, Mark J. Hofer, Adam Barger, Kelly Leffel, and Katalin Wargo
Geometric Shapes that Sing and Move: An Interdisciplinary Lesson with Pre-service Teachers, Gladys Krause and Gustavo Velandia
Editorial: Voces y Silencios Revista Latinoamericana de Educacion, 15(2), Gladys Krause, Adriana Inés Ávila Zárate, Nicolás Aguilar-Forero, and Cristian Alejandro Cortés-García
Promoting Counselor Trainees’ Clinical Skill Development Using Virtual Reality Simulations, Amber Pope and Chelsea Hilliard
Using a Cultural Humilty Framework for LGBTGEQIAP+ Affirming Counseling Training, Amber Pope, Noelle St Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, and Tai Lexumé
Developing an asynchronous LGBTQ+ affirmative counseling training: A mixed-methods study, Amber Pope, Noelle St. Germain-Sehr, Bianca Augustine, Amanda St. Germain-Sehr, Tai Lexumé, Jeff Moe, Senttra Snowden-Gregg, and Tamika N. Jackson
International Education’s Academic Benefit: Potential for Community College Virtual International Exchange, Melissa Whatley
The Future of Open Access Publishing in International Higher Education, Melissa Whatley and Santiago Castiello-Gutiérrez
Emerging from critique towards liberation: A Framework in leadership education, Erica R. Wiborg, Amber Manning-Ouellette, and Ericka Roland
“It is in spanish”: colaboración como herramienta de transformación educativa, Andriana Inés Ávila Zárate and Gladys Krause
Submissions from 2023
Celebrating and Destigmatizing the Sexuality of Black Women, Bianca Augustine, Amber Pope, and Juliana J. Lytle
The Landscape of US Elementary Mathematics Teacher Education: Course Requirements for Mathematics Content and Methods, Brette Garner, Jen Munson, Gladys Krause, Claudia Bertolone-Smith, and et al.
"I’m Concerned about Actually Doing it”: The Struggles of Pre-service Teachers Becoming Change Agent, Ting Huang, Jing Zhou, Si Chen, and Emerson Barnett
Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes, Elizabeth Talbott, Andres De Los Reyes, Devin M. Kearns, Jeannette Mancilla-Martinez, and Mo Wang
Special Issue Preview: Introducing the Next Generation of Quality Indicators for Research in Special Education, Jessica R. Toste, Elizabeth Talbott, and Michelle M. Cummings
“I’m So #OCD”: A Content Analysis of How Women Portray OCD on TikTok, Erin E. Woods, Alexandra Gantt-Howrey, and Amber Pope
Submissions from 2022
Maximizing Small-Group Reading Instruction, Kristin Conradi Smith, Steven J. Amendum, and Tamara W. Williams
Exploring How Secondary STEM Teachers and Undergraduate Mentors Adapt Digital Technologies to Promote Culturally Relevant Education during COVID-19, Meredith W. Kier and Lindy L. Johnson
Emotion, Place, and Practice: Exploring the Interplay in Children's Engagement in Ecologists' Sampling Practices, Kathryn Lanouette
Rainbow Connections: Clinical Practice Adaptations for SAIGE-Affirming Counseling, Amber Pope, Clark D. Ausloos, and Bianca Augustine
Submissions from 2021
A Call for a Humanistic Stance Toward K–12 Data Science Education, Victor R. Lee, Michelle H. Wilkerson, and Kathryn Lanouette
The Complex Effects of Picturebooks on English as a Foreign Language Reading, Shiyi Shen and Ting Huang
The influence of internalized heterosexism on life satisfaction: comparing sexual minority women in Belgium and Turkey, Esra Ummak, Ezgi Toplu-Demirtaş, Amber Pope, and Jeffry Moe
Submissions from 2020
Fearful No More: Teachers Amplifying Culturally and Linguistically Diverse Familial Voices in Technological Spaces, Katherine Barko-Alva, Lisa Porter, and Socorro G. Herrera
A Virtual Internship to Prepare High School Students for Civic and Political Action, Jason A. Chen and Jeremy D. Stoddard
Mixed-Reality Simulations to Build Capacity for Advocating for Diversity, Equity, and Inclusion in Geosciences, Jason A. Chen, M. Shane Tutwiler, and Jerlando F. L. Jackson
A Psychological Autopsy of an Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, and Colin T. Vaughn
The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year, Maria del Rosario Zavala, Ma Bernadette Andres-Salgarino, Zandra de Araujo, Amber G. Candela, Gladys Krause, and Erin Sylves
Preparing Bilingual Pre-Service Teachers to Foster Equitable and Open Communication With Latinx Immigrant Parents en la Enseñanza de Matemáticas, Gladys Krause and Kiyomi Sanchez-Suzuki Colegrove
Teaching as Dialogue: Toward Culturally Responsive Online Pedagogy, April Lawrence
Flowing With the Translanguaging Corriente: Juntos Engaging With and Making Sense of Mathematics, Luz A. Maldonado Rodríguez and Gladys Krause
Submissions from 2019
A Cross-Cultural Study of the Social Experience of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, and Barry Hymer
Goldilocks and Journal Publication: Finding a Fit That's Just Right, Judi Harris, Teresa S. Foulger, Henk Huijser, and Michael Phillips
Effects of Visual Aids on Intermediate Chinese Reading Comprehension, Ting Huang
Kindling the Fire: Fueling Preservice Science Teachers' Interest to Teach in High-Needs Schools, Meredith W. Kier and Jason A. Chen
Language and Mathematics: Questioning Strategies in a Dual Language Bilingual Education Classroom, Gladys Krause and Katherine Barko-Alva
Advancing Inclusion in the Geosciences: An Overview of the NSF-GOLD Program, Julie R. Posselt, Jason A. Chen, Grady Dixon, Jerlando F. L. Jackson, Robert Kirsch, Anne-Marie Nuñez, and Brian J. Teppen
Submissions from 2018
Technology-rich Activities: One Type Does Not Motivate All, Jason A. Chen, Jon R. Star, Chris Dede, and M. Shane Tutwiler
Psychological heterogeneity among honors college students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, and Lori Anderson
Attitudes about gifted education among Irish educators, Tracy L. Cross, Jennifer Riedl Cross, and Colm O'Reilly
The Treatment Planning of Experienced Counselors: A Qualitative Examination, Daniel Gutierrez, Jesse Fox, Kendra Jones, and Elizabeth Fallon
The Knowledge Base for Geography Teaching (GeoKBT): A Preliminary Model, Jung Eun Hong, Judi Harris, Injeong Jo, and Kenneth H. Keller
A Survey of School Counselor Multicultural Education Behaviors and the Obstacles that Impede Them, Clare Merlin-Knoblich and Jason A. Chen
Submissions from 2017
Implicit Theories of Ability and Self-Efficacy: Testing Alternative Social Cognitive Models to Science Motivation, Jason A. Chen and M. Shane Tutwiler
A comparison of perceptions of barriers to academic success among high-ability students from high- and low-income groups: Exposing poverty of a different kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, and Tracy L. Cross
Challenging an Idea Whose Time Has Gone, Tracy L. Cross and Jennifer Riedl Cross
Maximizing potential: A school-based conception of psychosocial development, Tracy L. Cross and Jennifer Riedl Cross
Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model, Tracy L. Cross and Jennifer Riedl Cross
Preparing community college leaders to meet tomorrow’s challenges, Pamela L. Eddy and Regina L. Garza Mitchell
