Curriculum & Foundations (C&F)

Research and Recent Publications

Boboc, M. (in press). Redesigned urban teacher preparation: A reflective, community-centered, clinically-intensive program at a Midwestern public research university. In D. Polly, A. Good, T. Petty, & M. Putman (Eds.), Handbook of Research on Innovative Practices in Teacher Preparation and Graduate-level Teacher Education Programs, Hershey, PA: IGI Global. 

Galletta A. (2017). Exploring generative dissonance: Inten[s]ional states and relational interruptions. Social & Personality Psychology Compass11(9).

Genovese, J. E. C., Sparks, K., & Little, K. D. (2017). Tympanic membrane temperatures and hemispheric cognitive style. Journal of Genetic Psychology, 178, 298-302.

Genovese, J. E. C., & Fondran, K. (2017). The psychology of yoga practitioners: A cluster analysis. The International Journal of Yoga Therapy.

Genovese, J. E. C. (2017). A test of numerology: Do birth numbers predicts Nobel Prize winners? Journal of Articles in Support of the Null Hypothesis, 13(2), 50-55. 

Koc, S., & Goodell, J. E. (2017). Preparing teachers for mobile learning applications grounded in research and pedagogical frameworks. In A. Khan & S. Umair (Eds.), Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education (pp-103-114). Hershey, PA: IGI Publishing. 

Koc, S., & Boboc, M. (2017). Structuring online instruction by dynamic design, delivery, and assessment. In T. Kidd & L. R. Morris (Eds.), Encyclopedia of Instructional Systems and Technology (pp. 78-88). Hershey, PA: IGI Publishing.

Voight, A., & Velez, V. (In press). Youth participatory action research in the high school curriculum: Education outcomes for student participants in a district-wide initiative. Journal of Research on Educational Effectiveness.    

Nation, M., Splett, J., Voight, A., & Weist, M. (In press). Promoting collaboration among all stakeholders to enhance school safety. In M. J. Mayer & S. R. Jimerson (Eds.), School safety and violence prevention: Science, practice, and policy driving change. Washington: American Psychological Association.

Voight, A., Giraldo-García, R., & Shinn, M. (In press). The effects of residential mobility on the educational outcomes of urban middle school students and the moderating potential of civic engagement. Urban Education. 

Perry, J. C., & Voight, A. (2018). Applied research in diverse communities: Ethical issues and considerations. In M. M. Leach & E. R. Welfel (Eds.), Cambridge handbook of applied psychological ethics (pp. 340-365). New York: Cambridge University Press.

Voight, A., & Hanson, T. (2017). How are middle school climate and academic performance related across schools and over time? Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. 

Liu, X., & Wang, L. C. (2017). Motivation, learning strategies, and language competency in a technology facilitated Chinese as a second language classroom. Chinese Language Teaching Methodology and Technology, 1(2), Article 2.

Lam, E. T. C., Wang, L. C., & Zhao, X. W. (2018). Students’ perception of Quizlet as a Chinese learning tool: a preliminary study. International Journal of Technology Enhanced Learning, 10(1/2), 128–136.

Wang, L. C., Lam, E. T. C., & Chen, Y. (in press). A case study of using the Smart Board as a Chinese learning application by elementary school students. International Journal of Technology Enhanced Learning (IJTEL).