Saw, G. K., & Chang, C. -N. (2018). Cross-lagged models of mathematics achievement and motivational factors among Hispanic and non-Hispanic high school students. Hispanic Journal of Behavioral Sciences, 40(2), 240-256.

Schnarrs, P., Gordon, D., Martin-Valenzuela, R., Sunil, T., Delgado, A., Glidden, D., Parsons, J., & McAdams, J. (2018). Perceived social norms about oral PrEP use: Differences between African-American, Latino and White gay, bisexual and other men who have sex with men in Texas. AIDS and Behavior. 

Mason, L. L., & Andrews, A. (2018). The Stimulus Control Ratio Equation: A quantification of language. Perspectives on Behavior Science. https://doi.org/10.1007/s40614-018-0141-1

Lindahl, K.M.,Tomas, Z., Krulatz, A., & Farrelly, R. (2018) The value of service learning in preparing pre-service teachers of English learners. In T. Meidl & M.M. Sulentic Dowel (Eds.), Service-learning initiatives in teacher education programs. Hershey, PA: IGI Global.

Horowitz, R. (2017). Orality and Literacy in the 21st century:  Prospects for writing and pedagogy. Writing & Pedagogy. Guest Editor, Special Issue. Vol. 9 (1). Equinox Publishers, United Kingdom. International contributions with research based in Greece, United Kingdom, Brazil, Africa.  Contributors include Wallace Chafe, University of California, Santa Barbara; George Lovell Boggs, Florida State University; Sangeeta Bagga-Gupta, Sweden; Geovana Sonvin, Brazil; Estanislado Barrera, Louisiana State University; Triantafillia Kostouli, Greece; Ari Sherris, Texas A & M, Kingsville; Vittorio Marone, UTSA; Thangi Appanah, Galludet University, Washington, D.C.

Silbaugh, B.C. & Facomata, T.S. (2017). A synthesis of methods for characterizing the response class structure of challenging behavior in individuals with autism or intellectual disability. Review Journal of Autism and Developmental Disorders. doi: 10.1007/s40489-017-0126-0 

Falcomata, T.S., Muething, C.S., Silbaugh, B.C., Adami, S., Hoffman, K., Shpall, C., & Ringdahl, J.E. (2017). Lag Schedules and Functional Communication Training: Persistence of Mands and Relapse of Problem Behavior. Behavior Modification, pp. 1-21. doi: 10.1177/0145445517741475

Horowitz, R. & Samuels, S. J. (2017).  What we can do to advance reading achievement. In R. Horowitz & S. J. Sanuels (Eds.). The achievement gap in reading. Complex caues, persistent issues, possible solutions. (pp. 200-220). London & New York: Routledge/Taylor & Francis.

Horowitz, R. & Samuels, S. J. (2017). The achievement gap in reading. Unique historical and future perspectives. In R. Horowitz & S. J. Samuels (Eds.). The achievement gap in reading. Complex causes, persistent issues, possible solutions. (pp. 1-19). London & New York: Routledge/Taylor & Francis.

Horowitz, R. (2017). International Brain Wars: Adolescent reading proficiency, performance, and achievement from a competitive global perspective. In R. Horowitz & S. J. Samuels (Eds.) The achievement gap in reading. Complex causes, persistent issues, possible solutions. (pp. 123-147). London & New York: Routledge/Taylor & Francis.

Horowitz, R. (2017). Advancing research on speaking and writing. Pedagogical possibilities. Writing & Pedagogy, 9(1), pp. 1-13. Equinox Publishers.

Martinez, G., & San Martín, K. (2017). Language and power in a medical Spanish for heritage learners program: A learning by design perspective. In G.C. Zapata and M. Lacorte (Eds.), Multiliteracies Pedagogy and Language Learning: Teaching Spanish to Heritage Speakers (pp. 107-128). Palgrave Macmillan.

Epstein, L.A. (2017). Decolonizing foodscapes in south central Texas and reclaiming belonging. In D.G. Peña, L. Calvo, P. McFarland, and G.R. Valle (Eds.), Mexican-Origin Foods, Foodways, and Social Movements: Decolonial Perspectives (pp. 107-124). Fayetteville, Arkansas: University of Arkansas Press.

Silbaugh, B.C., Falcomata, T.S., & Ferguson, R.H. (2017). Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Developmental Neurorehabilitation. do: 10.1080/17518423.2017.1369190.

Horowitz, R. & Samuels, S. J.  (2017). Synthesis, Discussion, and Recommendations:  What we can do to advance reading achievement. In R. Horowitz & S. J. Samuels (Eds.) The Achievement Gap in Reading: Complex causes, persistent issues, possible solutions. (pp. 200-220).  New York & London. Routledge/Taylor & Francis.

Horowitz, R. & Samuels, S. J.. (2017).  The Achievement Gap in Reading: Unique historical and future perspectives.  In R. Horowitz & S. J. Samuels (Eds.). The Achievement Gap in Reading: Complex causes, persistent issues, possible solutions. (pp. 1-19). New York & London: Routledge/Taylor & Francis.

Horowitz, R. (2017). International Brain Wars:  Adolescent reading proficiency, performance, and achievement. In R. Horowitz & S. J. Samuels (Eds.) The Achievement Gap in Reading: Complex causes, persistent issues, possible solutions. (pp. 123-147). New York & London: Routledge/Taylor & Francis.

Silbaugh, B.C., Swinnea, S., & Penrod, B. (2017). Synthesis of applied behavior analytic interventions for packing in pediatric feeding disorders. Behavior Modification. doi: 10.1177/0145445517724541

Huang, B., Chang, Y.S., Niu, L., & Mingxia, Z.(2017). Examining the effects of socio-economic status and language input on adolescent English learners' speech production outcomes. System, 1-10. http://www.sciencedirect.com/science/article/pii/S0346251X17300933

Saw, G., Schneider, B., Frank, K., Chen, I., Keesler, V., & Martineau, J. (2017). The impact of being labeled as a persistently lowest achieving school: Regression discontinuity evidence on consequential school labeling. American Journal of Education, 123, 585-613. http://www.journals.uchicago.edu.ezproxy.lib.utexas.edu/doi/full/10.1086/692665

Christiansen, M. S., Li, S., and Bailey, M. (forthcoming, August 2017). The role of texting and digital multiliteracies in the EFL classroom. MEXTESOL Journal, 41(3).

Christiansen, M. S. (2017). Multimodal L2 composition: EAP in the digital era. International Journal of Language Studies, 11(3), 53-72. Online first: http://www.ijls.net/pages/volume/vol11no3.html

Christiansen, M. S. (2017) Creating a unique transnational place: Deterritorialized discourse and the blending of time and space in online social media. Written Communication. Published online first. doi: 10.1177/0741088317693996

Do You Have a APA Cite for a recent publication???  Send the TITLE, FACULTY NAME, DEPARTMENT, JOURNAL NAME and the APA CITE to:

coehdcomm@utsa.edu  (Deadline: Thursdays)

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