Publications and Research

Viviana Alexandrowicz, associate professor of learning and teaching

• Quezada, R., & Alexandrowicz, V. (2019). Culturally proficient teachers for dual language programs. 58(2), 185-193. Theory into Practice.

Sandra Buczynski, associate professor of learning and teaching

• Hansen, B. & Buczynski, S. (2013). The teaching of inquiry-based science in elementary classrooms: A bi-national comparative reflection of U.S. and Lithuanian practices. International Journal of Higher Education, 2(3), 41-54.

James Fabionar, assistant professor of learning and teaching

• Erbstein, N., & Fabionar, J. O. (2019) Supporting Latinx youth participation in out-of-school time programs: A research synthesis. After school Matters. (in press)
• Mark, G.Y., Sobredo, J., Kim-Ju, G., Figueroa, J., & Fabionar, J. (2008) An ethnic studies model of community mobilization: Collaborative partnership with a high-risk public high school. American Journal of Preventive Medicine 34(3 Suppl):S82-8.
• Fabionar, J. (2019). “Exploring the nexus of student development and ethnic studies research: Conceptualizing course content and practice for a first year learning community.” In Miramba, D. C. & Fong, T. (eds.) Models of Practice: Asian American, Native American and Pacific Islander Serving Institutions (AANAPISI) in Action. (in press).

Bobbi Hansen, associate professor of learning and teaching

• Hansen, C. B. (2015). Experiencing schooling in another nation: Advancing global awareness of teacher candidates. International Journal of Learning, Teaching and Research. 13(3), 17-25.
• Hansen, C. B. (2014). Oral history project: Lithuanian students study the past to gain skills for the future. The International Journal of Education. 6(3), 119-131.
• Hansen, B. (2013). Internationalizing teacher education: One university’s journey from awareness to action. Journal of College Teaching and Learning. 10(4), 295-300.
• Hansen, C. B. (2013). School-based Peace Education Programs: An International Showcase. The International Journal Of Pedagogy And Curriculum. 19(3).
• Hansen, B. & Buczynski, S. (2013). The teaching of inquiry-based science classrooms: A bi-national comparative reflection of US and Lithuanian practices. The International Journal of Higher Education, 2(3), 41-54
• Hansen, C. B. (2012). A school with a global vision: Becoming world-minded through service learning. The International Journal of Learner Diversity and Identities. 18(1), 99-100.
• Hansen, C. (2011). Achieving as an urban school with a global vision: One school’s journey to become internationally minded. The International Journal of Learning, 18 (1), 99-110.

Rebekka Jez, assistant professor of learning and teaching

• Jez, R. J. (2017). Inspiring Literacy from a Global Perspective: How to Use Culturally Responsive and Inclusive Instruction to Increase Literacy for All Learners. In Makalela, L. (Ed.), Multilanguaging, Decolonization and Education in the global South: Shifting lenses. Cape Town, South Africa: The Centre for Advanced Studies of African Society (CASAS)
• Jez, R. J. (2014). Empowering postsecondary transition planning for culturally and linguistically diverse students with disabilities by giving a voice to the family. In Michael, D. & Lo, L. (Eds.), Promising practices to empower culturally and linguistically diverse families of children with disabilities. Charlotte, NC: Information Age Publishing Inc.

Maya Kalyanpur, professor of learning and teaching

• Kalyanpur, M. (2019). Challenges in implementing Response to Intervention with culturally and linguistically diverse students. The International Journal of Diversity in Education, 19(2), 45-56.
• Kalyanpur, M. (2019) “What can we do if they are not getting?”: Perspectives of teachers on inclusive education in a low-fee paying private English medium school. In R. Setty, R. Iyengar, M. Witenstein, E. Byker, & H. Kidwai (Eds.) Teaching and Teacher Education South Asian Perspectives. 93-112. Palgrave Macmillan.
• Kalyanpur, M. (2019). Just the bathwater, not the baby: Presenting an alternative framework to inclusive education in the global south. In A. Hilton, B. Hinnant, S. Platt & C. Newman (Eds.) Comprehensive Multicultural Education in the 21st Century: Increasing Access in the Age of Retrenchment, 175–193. Information Age Publications.
• *Kalyanpur, M. (2018). Using indigenous knowledge to provide educational services for children with disabilities. Journal of Early Childhood Studies, 2(2), 397-413.
• Kalyanpur, M. (2017). Cultural reciprocity in home-school collaboration within international contexts. In E. C. Lopez, S. G. Nahari, & S. L. Proctor (Eds.) The Handbook of Multicultural School Psychology, 291-305. New York: Routledge.
• *Kalyanpur, M. (2016). Inclusive education policies and practices in the context of international development: Lessons from Cambodia. In Andreas Köpfer & Christian Brüggemann (Eds.) Special Issue of the Journal of International Education Research and Development Pedagogy, 3, 16-21.
• Rao, S. & Kalyanpur, M. (Eds.) (2015). South Asia and Disability Studies: Redefining boundaries and extending horizons. New York: Peter Lang.
• Kalyanpur, M. (2015). Mind the gap: The evolution of special education policy and practice in India in the context of globalization. In S. Rao & M. Kalyanpur (Eds.) South Asia and Disability Studies: Redefining boundaries and extending horizons, 49-72. New York: Peter Lang.
• Kalyanpur, M. (2014). Distortions and dichotomies in inclusive education for children with disabilities in Cambodia in the context of globalization and international development. International Journal of Disability, Development and Education, 61(1), 80-94.

Reyes Quezada, professor of learning and teaching

• Louque, A., Lindsey, R Quezada, R., & Jew, C. (2020). Equity partnerships-A culturally proficient guide to family, school, and community engagement. Corwin Press.
• Quezada, R., & Alexandrowicz, V. (2019). Culturally proficient teachers for dual language programs. 58(2), 185-193. Theory into Practice.
• Quezada, R., & Ruiz, E. (2018). Former children of migrant farmworkers: A “secret” for growing your own bilingual and bicultural teachers in California. Peter Lang.
• Quezada, R., Rodriguez-Valls, F., Lindsey, R., (2017). Helping educators connect with migrant students and families-A culturally proficient approach. Reutledge.
• Quezada, R., & Cordeiro, P. (2016). Creating and enhancing a global consciousness among students of color in our community colleges. Palgrave McMillan Publishing.
• Quezada, R., Rodriguez-Valls, F., Lindsey, R., (2016). Teaching and supporting migrant children in our schools: A culturally proficient approach. Rowman & Littlefield.
• Quezada, R. (2015). Cultural proficiency and English learning students. Multilingual Educator.
• Quezada, R. (2014). Internationalization of teacher education: Creating global competent teachers and teacher educators for the 21st. Century. UK. Reutledge.
• Quezada, R (2013). Transforming into a multilingual nation: A qualitative analysis of México’s initiative to develop language teachers. MEXTESOL Journal, 70(3).
• Quezada, R., Lindsey, R., & Lindsey, D. (2012). Culturally proficient practice-Supporting educators of English learning students. Thousand Oaks, CA: Corwin Press.
• Quezada, R., (2011). Global student teacher transformation experiences: Living the faith through the shared Christian praxis learning process. Catholic Education: A Journal of Theory and Practice, 14(4).

Sarina Molina, associate professor of learning and teaching

• Molina, S. C. (2019). Cultivating a sense of critical consciousness in teacher candidates within a community-based adult ESL program. In H. Linville & J. Whiting (Eds.) Advocacy in English Language Teaching and Learning, 57-70. New York, NY: Routledge.
• *Molina, S. C. (2017). English language teaching in China: Teacher agency in response to curricular innovations. English language teaching: Teacher agency and policy response. Ng, P. & Boucher-Yip (Eds.) Routledge.
• *Molina, S.C. (2016). The complexity of providing feedback when teachers and students speak different varieties of English in transnational language teaching contexts.Journal of Teaching and Teaching Education, (4)1. 61-69.
• Molina, S. & Lattimer, H. (2013). Defining global education. Policy Futures in Education, (11)4. 414-422.

Joi Spencer, professor of learning and teaching

• Valoyes-Chávez L., Martin D.B., Spencer J., Valero P. (2017) White Supremacy, Anti-Black Racism, and Mathematics Education: Local and Global Perspectives. In: Kaiser G. (eds) Proceedings of the 13th International Congress on Mathematical Education. ICME-13 Monographs. Springer.
• Spencer, J. & White, D. (2016). Learning to teach equity: Cases and commentaries on facilitating mathematics teacher professional development. In D.Y. White, S. Crespo & M. Civil (Eds.), Cases for teacher educators: Facilitating conversations about inequities in mathematics classrooms. Association for Mathematics Teacher Educators (AMTE). (Section Editor).
• Spencer, J. (2016). Moving from the outside in or what white colleagues need to do to get it right with their white students. In N.M. Russell, C.M. Haynes & F. Cobb (Eds.), Interrogating whiteness and relinquishing power: White faculty’s commitment to racial consciousness in STEM classrooms, 223-226. Peter Lang.
• Spencer, J. & Hand, V. (2015). The racialization of mathematics education. In L. Drakeford (Ed.)The Race Controversy in American Education, 237-258. Santa Barbara, CA: Praeger.
• Stinson, D. W., & Spencer, J. (Eds.). (2013). Privilege and oppression in the mathematics preparation of teacher educators. Journal of Urban Mathematics Education, 6(1).
• Spencer, J. (2013). Views from the black of the math class. In M. Katz & M. Rose, (Eds.) Public Education Under Seige, 21-29. Philadelphia, PA: University of Pennsylvania Press. (Reprint).

Robert Donmoyer, professor of leadership studies

• Donmoyer, R. (2011, January-March). Cultural connections in leadership education and practice. The International Journal of Leadership in Education, 14(1), 119-125.

Cheryl Getz, associate professor of leadership studies

• *Getz, C., (2019). The value of intentional, and mindful global immersion experiences for multicultural awareness. In Platt, S.C., Newman, C.B., Hilton, A.A., & Hinnant-Crawford, B. (Eds.) Multiculturalism in Higher Education: Increasing Access and Improving Equity in the 21st Century. Charolette, NC. Information Age Publishing Inc.
• *Getz, C., & Sabantini, E. (2017). Inclusive leadership for a new social order: Dr. AT Ariyaratne. In Brealing the Zero-Sum Game: Transforming Societies Through Inclusive Leadership. 123-138. Emerald Publishing Limited.
• Haber, P., & Getz, C. (2011). Developing intercultural competence in future student affairs professionals through a graduate student global study course to Doha, Qatar. Catholic Education: A Journal of Inquiry and Practice, 14(40), 463-486.

Antonio Jimenez-Luque, assistant professor of leadership studies

• Jimenez-Luque, T. (2018). Global and intercultural leadership: Implementing a comprehensive and sustainable peace process in Colombia. In Campbell, A. (Ed.). Global leadership initiatives for conflict resolution and peacebuilding. Hershey, PA: IGI Global.
• Jimenez-Luque, T. (2018). Decolonizing leadership studies: Overcoming obstacles toward an intercultural dialogue between knowledge. Studies of Changing Societies Journal, 1.
• Jimenez-Luque, T. (2017). Human Rights from its origins to the twenty-first century: A journey through empathy, love, the will to power, and the will to meaning. International Journal of Servant Leadership. New York, NY: Suny Press.

Hans Schmitz, associate professor of leadership studies

• Mitchell, G. E., Schmitz, H. P., & Bruno-van Vijfeijken, T. (2020). Between Power and Irrelevance: The Future of Transnational NGOs. New York: Oxford UP.
• Schmitz, H. P., Dedmon, J. M., Bruno-van Vijfeijken, T., & Mahoney, J. (2020). Democratizing advocacy?: How digital tools shape international non-governmental activism. Journal of Information Technology & Politics, 17(2), 174-191.
• *Hall, N., Schmitz, H. P., & Dedmon, J. M. (2019). Transnational Advocacy and NGOs in the Digital Era: New Forms of Networked Power. International Studies Quarterly, 64(1), 159–167.
• Deloffre, M. Z., & Schmitz, H. P. (2019). International NGO Legitimacy. Challenges and Responses. In T. Davies (Ed.), Routledge Handbook of International NGOs and International Relations London: Routledge, 606-620.
• Schmitz, H.P. (2018). International Criminal Accountability and Transnational Advocacy Networks (TANs). In: A. Gheciu and W.C. Wohlforth (Eds.), The Oxford Handbook of International Security, New York: Oxford UP, 697-710.
• Boyer, E., Kolpakov, A., and Schmitz, H.P. (2018). Do Executives Approach Leadership Differently when they are Involved in Collaborative Partnerships? A Perspective from International Nongovernmental Organizations (INGOs), Public Performance & Management Review, 42(1), 213-240.
• *Gneiting, U., and Schmitz, H.P. (2016). Comparing Global Alcohol and Tobacco Control Efforts: Network Formation and Evolution in International Health Governance, Health Policy and Planning, 31(suppl1), i98-i109.
• Schmitz, H.P. (2016). The Global Health Network on Alcohol Control: Successes and Limits of Evidence based Advocacy, Health Policy and Planning, 31(suppl 1), i87-i97.
• Shiffman, J., Quissell, K., Schmitz, H.P., Pelletier, D.E., Smith, S.L., Berlan, D., Gneiting, U., Van Slyke, D.,Mergel, I., Rodriguez M., and Walt G. (2016). A Framework on the Emergence and Effectiveness of Global Health Networks, Health Policy and Planning, 31(suppl 1), i3-i16.
• Mitchell, G. E., and Schmitz, H.P. (2014). Principled Instrumentalism: A Theory of Transnational NGO Behavior, Review of International Studies, 40(3), 487-504.
• Schmitz, H.P. (2012). A Human Rights-based Approach (HRBA) in Practice: Evaluating NGO Development Efforts, Polity, 44(4), 523-41.
• Schmitz, H.P., Bruno-van Vijfeijken, T., and Raggo, P. (2012). Accountability of Transnational NGOs: Aspirations vs. Practice, Nonprofit and Voluntary Sector Quarterly, 41(6), 1176-95.
• Lecy, J.D., Schmitz, H.P., and Swedlund, H. (2012). Non-Governmental and Not-for-Profit Organizational Effectiveness: A Modern Synthesis, 23(2), 434-57. Winner of the 2012 Best Article Award - International Society for Third-Sector Research (ISTR).

Todd Edwards, professor of marriage and family therapy

• *Patterson, J., & Edwards, T. M. (2018). Introduction to global mental health. Families, Systems, & Health, 36,137-143.
• Zubatsky, M., Edwards, T. M., Wakabayashi, H., & Ivbijaro, G. (2018). Integrated behavioral health in primary care across the world: Three countries, three perspectives. Family Practice.
• *Patterson, J., Edwards, T. M., & Vakili, S. (2018). Global mental health: A call for increased awareness and action in marriage and family therapy. Family Process, 57, 70-82.
• Patterson, J., Edwards, T., Griffith, J., & Lee, G. (2017). Global mental health with couples and families. In J. Lebow, A. Chambers, & D. Breunlin (Eds.), Encyclopedia of couple and family therapy. Evanston, IL: Springer.
• Ivbijaro, G., Patel, V., Chisholm, D., Goldberg, D., Khoja, T. A. M., and Edwards, T. M. (2015). Informing mental health policies and services in the EMR: Cost-effective deployment of human resources to deliver integrated community-based care. Eastern Mediterranean Health Journal, 21, 406-412.

Ana Estrada, associate professor of marriage and family therapy

• Quezada, R.L., Estrada, A.U., and Ammer, J. (2011). The Internationalization of a Catholic University’s Graduate Education and Professional Programs: Preparing Global Educators, Family Therapists, Counselors, and Leaders for the 21st Century. Catholic Education: A Journal of Inquiry and Practice, 14 (4), 413-416.
• Estrada, A.U. (2011). The Intersection of Catholic Social Teaching, Internationalization, and Marriage and Family Therapy: Lessons from the Borderlands. Catholic Education: A Journal of Inquiry and Practice, 14 (4), 441-462.

Ann Garland, professor of marriage and family therapy

• Garland, A.F., Taylor, R., Brookman-Frazee, L, Baker-Ericzen, M. Haine-Schlagel, R., Wong, S. (2015) Does Race / Ethnicity Influence Physician Decision-Making for Diagnosis and Treatment of Childhood Disruptive Behavior Problems. Journal of Racial and Ethnic Health Disparities, 2, 219-230.

Nedeljko Golubovic, assistant professor of counseling

• Rumsey, A. D., Golubovic, N., Elston, N., Chang, C. Y., Dixon, A., & Guvensel, K. (2018). Addressing the social and emotional needs of refugee adolescents in schools: Learning from the experiences of school counselors. Journal of Child and Adolescent Counseling, 4(1), 81–100.
• Dispenza, F., Varney, M., & Golubovic, N., (2017). Counseling and Psychological Practices with Sexual and Gender Minority Persons Living with Chronic Illnesses/Disabilities (CID). Psychology of Sexual Orientation and Gender Diversity, 4(1), 137-142.

Ian Martin, associate professor of counseling

• *Martin, I., Morshed, M. M., and Carey, J. (2017). Using a Cross-national Comparative Approach in School-Based Policy Research. In Carey, Harris, Aluede, & Lee (Eds.) the International Handbook of Policy Research on School-Based Counseling. New York, NY: Springer Publishing.
• *Martin, I., Lauterbach, A., & Carey, J. (2015). The Identification of Factors Affecting the Development and Practice of School-Based Counseling in Different National Contexts: A grounded theory study using a worldwide sample of descriptive journal articles and book chapters. The International Journal for the Advancement of Counseling, 37(4), 305-318.
• *Nash, E., Martin, I., Rowell, L., Hetherington, P., & Zgliczynski, S. (2011). Catholic Social Teaching: The Foundation of Internationalization in Counselor Education. Catholic Education Journal: A Journal of Inquiry and Practice, 14(4) 271 – 290.

Erika Nash Cameron, associate professor of counseling

• *Pope, M., Gonzalez, M., Cameron, E.R.N., & Pangelinan, J.S. (Eds.). (2019). Social justice and advocacy in counseling: Experiential activities for teaching. New York: Routledge.
• *Nash, E., Martin, I., Rowell, L., Hetherington, P., & Zgliczynski, S. (2011). Catholic Social Teaching: The Foundation of Internationalization in Counselor Education. Catholic Education Journal: A Journal of Inquiry and Practice, 14(4), 271 – 290.

Jo Ellen Patterson, professor of marriage and family therapy

• *Patterson, J., Edwards, T., & Vakili, S. (2018). Global mental health: A call for increased awareness and action in marriage and family therapy. Family Process.
• *Patterson, J., & Edwards, T. (2018). An introduction to global mental health. Families, Systems, and Health, 36 (2), 137-144.
• *Patterson, J., Abu-Hassan, H., Vakili, S., & King, A. (2018). Family focused care for refugees and displaced populations: Global opportunities for family therapists. Journal of Marital and Family Therapy, 44 (2), 193-205.
• *Patterson, J., Edwards, T., Griffith, J., & Lee, G. (2017). Global mental health with couples and families. In J. Lebow, A. Chambers, & D. Breunlin (Eds.), Encyclopedia of couple and family therapy. Evanston, IL: Springer.

Saundra Tabet, assistant professor of counseling

• Tabet, S. M., Lambie, G. W., Jahani, S., & Rasoolimanesh, S. (2019). An analysis of the World Health Organization Disability Assessment Scale 2.0 measurement model using partial least squares – structural equation modeling. Assessment. (5-year Impact Factor, 4.281)