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Faculty Corner Display Publications

Brown, K., Washington, K., & Ross, S. (2021). The balance: Self-care in a time of crisis. Journal of Texas Women School Executives, 6(1), 18-24. https://issuu.com/tasanet/docs/jtwse-2021

Faulk, N., Harvey, T., Welch, B., & Martin, G. (2021). A comparative analysis of the impact of university field supervision on administrative mindsets: Considerations for redesign. School Leadership Review, 16(1), 1-10. https://scholarworks.sfasu.edu/slr/vol16/iss1/5

Hamza, M. K., & Clancy, K. (2020). Building mental health and resilience: Regional and global perspectives from the inaugural Syrian American medical society mental health mission trip (July 2 to July 7, 2019). Avicenna Journal of Medicine, 10(1), 54-60.

Hamza, M. K., & Hicks, M. H. R. (2021). Implementation of mental health services in conflict and post-conflict zones: Lessons from Syria. Avicenna Journal of Medicine, 11(1), 8-15.

Handley, V., Turns, B., Chavez Story, M., & Jordan, S. (2020). SFBCT for couples raising a child with autism: A grounded theory study. Journal of Family Psychotherapy, 32(2), 153-170. https://doi.org/10.1080/2692398X.2020.1830015

Harvey, T. & Azodi, D. (2021). Student perceptions of the impact simulated problem-solving has on their marketable skills. National Social Science Journal, 56(1), 1-8. https://www.nssa.us/journals/pdf/NSS_Journal_56_1.pdf

Harvey, T., & Mayers, R. (2022). A case study of institutional conflict during and after a Title VII lawsuit. National Social Science Journal, 58(1),17-26. https://www.nssa.us/journals/pdf/NSS_Journal_58_1.pdf

Hassan, M. A., Hafeez, M. H. A., Hamza, M. K., & Ahmed, A. A. (2019). School bullying among adolescents in Minia City. Malaysian Journal of Medical Research, 30(2), 175-179.

Jacobs, L., Brown, K., Washington, K., O’Connor, J., & Lundin, M. (2022). Disrupting the school-to-prison pipeline: Using culturally responsive classroom practices to support Black students. School Leadership Review, 16(2), 1-25. https://scholarworks.sfasu.edu/slr/vol16/iss2/7/

Kwon, E., Jang, H., & Lee, C. K. (2019). Upscale hotel employees’ surface acting: The roles of perceived individualized consideration and emotional intelligence. Journal of Hospitality and Tourism Management, 41, 19-27.

Kwon, E., Shows, A., & Joshi, P. (2019). Evaluation of a food desert in an economically challenged and hurricane impacted community. The National Social Science Journal, 54(2), 67-75.

Lee, C., Nix, J. V. (2022). A sequential mixed methods study of preservice handwriting training and classroom handwriting instruction in Texas. International Journal of Social Policy and Education, 4(6), 1-12.

Lewis, K., Rambo-Hernandez, K., Troxclair, D., Kabil, A., Hardin, K., Rutledge, S., Miller, J. Meyer, M., & Majority, K. (2021). What the research says: The impact of teacher beliefs in gifted education. TEMP0+, 40(2).

Majority, K., Lewis, K., Dearman, C., Troxclair, D., Miller, J., & Kabli, A. (2019). What the research says: Social emotional development of the gifted. TEMP0, 40(2), 41-46.

Mayers, R., Harvey, T., Williams, C. (2021). What did we get when we got sex? Journal of Leadership Accountability and Ethics, 18(3), 1-9. https://doi.org/10.33423/jlae.v18i3.4404

McFarlin, S. L. (2020). Cutting: A non-suicidal self injury. In L. Wines, & J. Nelson (Eds.), Responding to Critical Cases in School Counseling: Building on Theory, Standards, and Experiences for Optimal Crisis Intervention. Routledge. https://www.perlego.com/book/1693104/responding-to-critical-cases-in-school-counseling-pdf

McFarlin, S. L. (2020). Gender identity issues. In L. Wines, & J. Nelson (Eds.), Responding to Critical Cases in School Counseling: Building on Theory, Standards, and Experiences for Optimal Crisis Intervention. Routledge.

McFarlin, S. L., & McGough, K. (2021). Research-informed adaptable model for the prevention of suicide in schools (RAMPSS). Professional School Counseling, 25(1), 1-15.

McFarlin, S. L., Sartor, & T. A. (2021). I-Poetry as an instructional tool in counselor education. Journal of Creativity in Mental Health, 1-13. https://doi.org/10.1080/15401383.2021.1950592

McFarlin, S. L., Wines, L. A., & Henry, R. (2020). Gay and in a relationship with an adult male. In L. Wines, & J. Nelson (Eds.), Responding to Critical Cases in School Counseling: Building on Theory, Standards, and Experiences for Optimal Crisis Intervention. Routledge.

Montz, R., Welch, B., Faulk, Neil., & Msengi, C. (2022). Finding correlations among academic performance, demographic influences and clinical competency utilizing predictive variables in an associate degree nursing program. Journal of Research Initiatives, 6(2) 1-21. https://digitalcommons.uncfsu.edu/jri/vol6/iss2/7

Nix, J. V., Shelton, V. K., & Song, L. M. (2022). Implementing affective learning outcomes through a meaning-centered curriculum. In E. Sengupta & P. Blessinger (Eds.), ICT and innovation in teaching learning methods in higher education: Innovations in Higher Education Teaching and Learning (Vol. 45). Emerald.

Nix, J. V., Song, L. M., & Lindbeck, R. L. (2021). Affective learning outcomes assessment as a path to online dialogic student development. Journal of Organizational Psychology, 21(4), 110-133.

Nix, J. V., Song, L. M., Zhang, M. (2022). Co-regulated online learning: Formative assessment-as-learning. Intersections: A Journal at the Intersection of Assessment and Learning, 3(2).

Reed, D., Fontenot, C., Peltier-Glaze, B., Hines, M., Parker, C., & Washington, K. (2022). Nobody knows the troubles that I see: Perceptions of African American women professors regarding their lived experiences in the academy. In J. Butcher (Ed.), Black Female Leaders in Academia: Eliminating the Glass Ceiling with Efficacy, Exuberance, and Excellence (pp.121-163). IGI Global.

Singh, M. (2021). Assessing preservice teachers’ experience with wind energy education through cooperative learning experience. Journal of College Science Teaching, 50(3), 73-84.

Singh, M. (2022). Assessing preservice teachers’ knowledge, awareness, attitude, and beliefs toward environmental education. National Association of Social Science, 59(1), 42-52.

Singh, M. (2022). E-6 preservice teachers & elementary science teaching: Assessing confidence and content knowledge. Journal of College Science Teaching, 51(3), 51-58.

Sprott, K., & Msengi, C. (2020). Unpacking culturally responsive instruction through the lens of a Delphi study. National Social Science Journal, 55(1), 40-47.

Story, M., Handley, V., Lucero Jones, R., Eddy, B., & Poll, V. (2019). Men’s experiences of miscarriage: A passive phenomenological analysis of online data. Journal of Loss and Trauma, 24(7), 664-677.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). Student perceptions of the influence of choice, ownership, and voice in learning and the learning environment. International Journal of Teaching and Learning in Higher Education, 33(1), 50-62.

Thibodeaux, T. N., Harapnuik, D. K., & Cummings, C. D. (2019). Student perceptions of the influence of the COVA learning approach on authentic projects and the learning environment. International Journal of e-Learning, 18(1), 79-101.

Troxclair, D. (2019). If I'm so smart, why do I …?: The internal struggles of gifted students with ADHD. TEMP0, 33(1).

Washington, K., Brown, K., Taylor, J. L. & Ross, S. (2022). Women superintendents’ perspectives: Leading during challenging times. Journal of Texas Women School Executives, 7(1),16-28.

West, C. A., Nix, J. V., Hinerman, K. M. (2021). Game changers: Business and research opportunities in K-12 e-sports. In S. Andrews & C.M. Crawford (Eds.), Handbook of Research on Pathways and Opportunities into the Business of Esports (pp. 200-221). IGI Global. https://doi.org/10.4018/978-1-7998-7300-6.ch010

Williams, S. L., Bruhn, R. A., Onwuegbuzie, A. J., & La Guardia, A. (2018). Poetic representation: Part II.: Voices of conservative Christian mothers of lesbigay children. International Journal of Multiple Research Approaches, 10(1), 489-497.