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Faculty Corner 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.

Hernandez, S., Brown, T., & Henderson, S. E. (2023). Counseling Mexican American men struggling with paternal postpartum depression. Hispanic Journal of Behavioral Sciences, 44(2).

Dixon, M., & Long, E. M. (2022). An educational intervention to decrease the number of emergency incidents of restraint and seclusion on a behavioral health unit. Journal of Continuing Education in Nursing, 53(2), 70-76.

Dunk, R., Sexton, J., Hinerman, K., & Holt, E. A. (2022). Development of the biotic impacts of climate change core concepts (BIC4) framework. Environmental Education Research, 28(8), 1175-1190.

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.

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.

Harvey, T., & Azodi, D. (2021). Student perceptions of the impact simulated problem-solving has on their marketable skills. National Social Science Journal, 56(1).

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.

Hinerman, K. M., Hull, D. M., Naslund-Hadley, E. I., & Rafe, M. M. (2022). Social emotional learning competencies in Belize children: Psychometric validation through exploratory structural equation modeling. Frontiers in Psychology, 12, 770501.

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.

Jordan, S. L., Brinkman, B., Harris, S., Cole, T., & Ortiz, A. (2022). Core musculature co-contraction during suspension training exercises. Journal of Bodywork and Movement Therapies, 30, 82-88.

Jordan, S. L., Kern, J., Chilek, D. R., & Moore, A. D. (2022). Critical power (CP) testing: An accurate rapid method of fitness assessment during space missions. ACTA Astronautica, 198, 69-75.

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).

Mayers, R., Harvey, T., Williams, C. (2021). What did we get when we got sex? Journal of Leadership Accountability and Ethics, 18(3).

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.

Montz, R., Welch, B., Faulk, N., & 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.

Morales, J., Vengurlekar, R., Moore, A. D., Jordan, S. L. (2022). Relationship between non-prescribed routine physical activity and balance in older adult females. Medicine & Science in Sports & Exercise, 54(9).

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 (Vol. 45, pp. 65-88). Emerald Publishing.

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), 36-43.

Singh, M. (2022). Assessing elementary preservice teachers’ knowledge, awareness, attitude, and beliefs toward environmental education. National Social Science Journal, 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., & Miller, S. C. (2021). Resources matter: Employing culturally competent instruction for preservice teachers. National Social Science Journal, 59(1), 59-74.

Tristan, I., Jordan, S. L., Chilek, D. R., & Moore, A. D. (2022). Comparison of ATP III criteria and the metabolic severity score in identification of metabolic syndrome in Mexican Americans. Medicine & Science in Sports & Exercise, 54(9S), 649-650.

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 e-sports (pp. 200-221). IGI Global.

Ygiyeva, D., Pivina, L., Messova, A., Urazalina, Z., Semenova, Y., Dyussupov, A., Dyussupov, A., Belikhina, T., Syzdykbayev, M., Batenova, G., Akhmetova, A., & Adams, A. (2023). Paramedic to provider consultation challenges in the emergency department in Kazakhstan: An online survey. Open Access Emergency Medicine, 15, 69-77.