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Chen, C.*, & Lindo, E. J. (2018). Culturally responsive evaluation practices: Reviewing the evidence. The DiaLog, 47(2), 9-13

Crawford, L., Quebec-Fuentes, S., Huscroft-D’Angelo, J., & Higgins, K. N. (2018). Evaluating Quantitative Reasoning Strategies for Comparing Fractions: A Tool for Teachers. Intervention in School and Clinic, 54(1), 225-234.

Fallon, L. M.*, Sanetti, L. M. H., Chafouleas, S. M., Faggella-Luby, M. N., & Briesch, A. M. (2018). Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings. Assessment for Effective Intervention, 43, 196–211. https://doi.org/10.1177/15345084177387

Hovey, K. A.*, Combes, B. H., Lindo, E. J., Chang, M., & Ferguson, S. (2018). Pre-Service teachers’ perceptions and experiences with key components of response to intervention during university coursework and field experiences. The Field Experience Journal, 22(2), 71-86.

Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H. (2018). Benefits of structured afterschool literacy tutoring by university students for struggling elementary readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(2), 117-131 doi: 10.1080/10573569.2017.1357156. (Available online 9/2017) h-index: 26

Madaus, J. W., Gelbar, N. W., Dukes, L.L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. (2018). Literature on Postsecondary Disability Services: A Call for Research Guidelines. Journal of Diversity in Higher Education, 11(2), 133- 145. http://dx.doi.org/10.1037/dhe0000045