Publications and Research

To further the schools global engagement goals, faculty in the School of Leadership and Education Sciences engage in global and cross-cultural research. The list below consists of peer reviewed articles, books and book chapters published over the past ten years.

 

Global and Cross-cultural Scholarly Work

-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.

-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.

-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.

-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. Afterschool 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).

-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.

-Cheryl Getz, associate professor of leadership studies
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.

-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.

-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.

-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 knowledges. 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.

-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.

-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.

-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. & Lattimer, H. (2013). Defining global education. Policy Futures in Education, (11)4. 414-422.

-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.

-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).

-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 Evidencebased 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).

-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).

-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)

 

*To submit changes and additions to this list, please email the Global Center