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DelliCarpini, M. & Gulla A.N. (2016). Working with English Language Learners in the Mainstream English Language Arts Classroom Through Collaboration and Two-Way Content-Based Instruction. In L.C. de Oliveira & M. Shoffner (Eds.), Teaching English Language Arts to English Language Learners: Preparing Pre-service and In-service Teachers (pp. 79-105). London, England: Palgrave Macmillan.

Schnarrs, P.W., Rosenberger, J.G., Schick, V., Delgado, A., Briggs, L., Dodge, B., & Reece, M. (2016). Difference in Condom Use Between Bear Concordant and Discordant Dyads During the Last Anal Sex Event. Journal of Homosexuality, 64(2), 195-208.

Moseley, C., Bonner, E., & Ibey, M. (2016). The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers. European Journal of Science and Mathematics Education, 4(1), 1-16.

Gann, L., Bonner, E., & Moseley, C. (2016). Validation of the Mathematics Teachers' Beliefs about English Language Learners Survey (MTBELL). School Science and Mathematics, 116(2), 83-94.

Rodriguez, C.*, Gann, L., Bonner, E. & Moseley, C. (2016). Development of the Mathematics Teachers’ Beliefs about English Language Learners Survey (MTBELL): Research to Practice. School Science and Mathematics Research to Practice. Wiley Blackwell.  http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291949-8594

Moseley, C., Utley, J., Angle, J. & Mwavita, M. (2016). Development of the Environmental Education Efficacy Belief Instrument (EEEBI). School Science and Mathematics, 116(7), 389-398.

Moseley, C., Kharod, D, & Shelden, W. (2016). Place consciousness as a pathway towards campus sustainability. In W. Leal Filho and M. Zint (eds.), The Contribution of Social Sciences to Sustainable Development at Universities, World Sustainability Series. Switzerland.: Springer International Publishing.

Mason, L. L., Andrews, A., Rivera, C. J., & Davis*, D. (2016). Free-operant field experiences: Differentially reinforcing successive approximations to behavior analysis through a shaperspace. Global Education Review, 3(4), 70-83.

Abdul-Baki L, Ochoa M, Torres-Cruz L, Morales J, Flores C, Franco I, Guerrero S, and Horowitz, R. (2016). Signaling meaning through punctuation in writing: Children transitioning from oral to written argumentation. The UTSA Journal of Undergraduate Research and Scholarly Works, (1).

Schneider, B., & Saw, G. K. (2016). Racial and ethnic gaps in postsecondary aspirations and enrollment. Russell Sage Foundation Journal of the Social Sciences, 2(5), 58-82.

Christiansen, M. S. (2016). Maintaining Transnationalism: The Role of Digital Communication among US-Born Mexicans, (pp. 353-376). In Olvera García, J. and Baca Tavira, N. (eds.), Continuidades y Cambios en las Migraciones de México a Estados Unidos. Toluca, Edomex. Universidad Autónoma del Estado de México.

Antuna, M. d. (2016). The Aztec concept of malinalli and LGBT pedagogical lives. Radical Pedagogy, 13(2), 119-129.

Koelzer, M. & Christiansen, M. S. (2016). Targeting conversational skills with digital storytelling in EFL. CIEX Journ@l, 2(2), 5-11.

Christiansen, M.S. & Koezler, M. (2016). Digital Storytelling: Using Different Technologies for EFL. MEXTESOL Journal, 40(1).

Christiansen, M. S. & Bloch, J. (2016). Papers are never finished, just abandoned: The role of written teacher comments in the revision process. Journal of Response to Writing, 2(1), 6-42.  http://journalrw.org/index.php/jrw/article/view/32

Christiansen, M. S. (2016) ‘¡Hable bien m’ijo o gringo o mx!’: Language ideologies in the digital communication practices of transnational Mexican bilinguals. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2016.1181603  http://www.tandfonline.com/eprint/tFNCiPeeXqNSBAPdXYUx/full

Eckberg DL, Cooke WH, Diedrich A, Biaggioni I, Buckey JC Jr, Pawelczyk JA, Ertl AC, Cox JF, Kuusela TA, Tahvanainen KU, Mano T, Iwase S, Baisch FJ, Levine BD, Adams-Huet B, Robertson D, Blomqvist CG (2016). Respiratory modulation of human autonomic function on Earth. Journal of Physiology. doi: 10.1113/JP271654

Eckberg DL, Diedrich A, Cooke WH, Biaggioni I, Buckey JC Jr, Pawelczyk JA, Ertl AC, Cox JF, Kuusela TA, Tahvanainen KU, Mano T, Iwase S, Baisch FJ, Levine BD, Adams-Huet B, Robertson D, Blomqvist CG (2016). Respiratory modulation of human autonomic function. Long-term neuroplasticity in space. Journal of Physiology. doi: 10.1113/JP271656

Christiansen, M. S. (2015). Mexicanness and Social Order in Digital Spaces: Contention among Members of a Multigenerational Transnational Network. Hispanic Journal of Behavioral Sciences, 37(1), 3-22.

Christiansen, M. S. (2015). Appearances can be deceiving: Risks interpreting data in online ethnographic research (pp. 437-456). In M. Lengeling & I. Mora Pablo (eds.), Perspectives on Qualitative Research. Guanajuato, Mexico: Universidad de Guanajuato Press.

Christiansen, M. S. (2015) ‘A ondi queras’: Ranchero Identity Construction by US Born Mexicans on Facebook. Journal of Sociolinguistics, 19(5), 688-702.

Nuñez, A.-M., Crisp, G., & Elizondo, D. (2016). Mapping Hispanic-Serving Institutions: A typology of institutional diversity. Journal of Higher Education, 87(1), 55-83.

Moseley, C., Desjean‐Perrotta, B., & Utley, J. (2010). The Draw‐An‐Environment Test Rubric (DAET‐R): exploring pre‐service teachers’ mental models of the environment. Environmental Education Research, 16(2), 189-208.

Horowitz, R. (2015). Oral language:  The genesis and development of literacy for schooling and everyday life in P. D. Pearson & E. H. Hiebert (Eds.). Research-based practices for teaching Common Core literacy. (pp. 57-75)  New York and London:  Teachers College Press, Columbia University and Newark: Delaware, International Literacy Research Association.

Lindahl, K. & Baecher, L. (2015).  Teacher language awareness in supervisory feedback cycles.  English Language Teaching Journal, 70 (1). doi: 10.1093/elt/ccv047

Marone, V. (2015). Online humour as a community-building cushioning glue. The European Journal of Humour Research, 3(1), 61-83. Retrieved from http://www.europeanjournalofhumour.org/index.php/ejhr/article/view/65/pdf

Doran, E.E. (2015). Negotiating access and tier one aspirations: The historical evolution of a striving Hispanic-serving institution. The Journal of Hispanic Higher Education, 14(4), 343-354. doi: 10.1177/1538192715570638.

Khalifa, M., & Briscoe, F. (Accepted). A Counternarrative Autoethnography Exploring School Districts’ Role in Reproducing Racism:  Willful Blindness to Race Disparities in School Suspensions, Teachers College Record.

Juhnke, G. A., Granello, D. H., & Granello, P. F. (2010). Suicide, self-injury, and violence in the schools: Assessment, prevention, and intervention strategies. Hoboken, NJ: John Wiley & Sons. (Book is second edition and has been translated into Korean.

Hooper, J., & Harmon, J. (2015). Tried and true: The many faces of word walls in middle school science classrooms: Variability in function and content. Science Scope, 54-59.

Sailors, M., & Price, L. (2015). Support for Improvement of Practices through Intensive Coaching (SIPIC): A model of coaching for improving reading instruction and reading achievement. Teaching and Teacher Education, 45, 115-127. ​

Briscoe, F., Kahlifa, M. (Eds.). (2015). Becoming Critical: The Emergence of Social Justice Scholars. Albany, NY: SUNY Press.

Marone, V. (2015). “Keep in mind that I will be improving”: The opening post as a request for absolution. Online Journal of Communication and Media Technologies, 5(1), 136-158. Retrieved from http://www.ojcmt.net/articles/51/518.pdf

Marone, V. (2015). From discussion forum to discursive studio: Learning and creativity in design-oriented affinity spaces. Games and Culture, 10(1), 81-105. doi: 10.1177/1555412014557328