Accomplishments: Department of Educational Psychology, Leadership, and Higher Education
Sadia Shaukat (Teaching and Learning) and Lisa Bendixen (Educational Psychology) published an article, "The Impact of Technostress on Teacher Educators鈥 Work鈥揊amily Conflict and Life Satisfaction While Working Remotely during COVID-19 in Pakistan," in the journal Education Sciences.
Danielle Mireles (Education) published their study, "Theorizing Racist Ableism in Higher Education," in a special issue of Teachers College Record (TCR) on Disability Critical Race Theory (DisCrit) titled 鈥淚magining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education鈥 and edited by Subini Ancy Annamma, Beth A鈥
Jacob D. Skousen (Educational Psychology Leadership and Higher Education) coauthored the book chapter "Efforts to Prevent Mass Shootings in Schools: The Practice, the Costs, and Superintendents鈥 Experiences with Arming School Personnel" in the book Reclaiming Local Control through Superintendents, School Boards, and Community Activism. The鈥
Kim Nehls (Business) and Doris Watson (Educational Psychology, Leadership, and Higher Education), along with Brandy Smith of Nevada State College, published an article, "Perceptions of Student Affairs Administrators at an Emerging Minority Serving Institution," in the special issue of 51吃瓜网万能科大 Campus on Hispanic Serving Institutions.
January Durant and Dan Wright (both Educational Psychology, Leadership, and Higher Education) examined the relation between two of the standardized tests used at the Clark County School District and the growth on these scores by demographic variables in their article, "Exploring the Associations Between MAP Growth and SBA by Demographics."
Miguel M. Gonzales (Educational Psychology, Leadership, and Higher Education) and Maria B. Roberts (Education) published "Realities of Leading Change: Challenges and Successes of an Innovation Faced by Principals" in the International Journal of Educational Reform.
Federick Ngo and Juanita Hinojosa (both Educational Psychology, Leadership, and Higher Education) published a study on the impact of expanding state financial aid resources to undocumented community college students. Titled "Broadened Possibilities: Undocumented Community College Student Course Enrollment After the California DREAM Act," the study鈥
LeAnne Salazar Montoya (Educational Psychology, Leadership, and Higher Education) was honored with an Alumni Award from the Mortar Board National Council on June 5. The award recognizes outstanding achievement and leadership.
Additionally, she was asked to present to the 2022 ELLA Class for session 6 on "Different Pathways to Success." ELLA鈥
Dan Wright (Educational Psychology, Leadership, and Higher Education), along with colleagues Glynis Breakwell of Imperial College, Julie Barnett of University of Bath, and Rusi Jaspal of University. of Brighton, has published research on psychological influences related to COVID risk behaviours with the British Academy.
Drs. Maria B. Roberts (Education), Miguel M. Gonzales, and Sylvia Tegano (both Educational Psychology, Leadership, and Higher Education) had their study, "School Leadership During COVID-19: Implications for School Leadership Preparation Programs" accepted for publication in the October volume of the Journal of School Administration Research and鈥
Iesha Jackson (Teaching and Learning), Doris L. Watson (Educational Psychology and Higher Education), Claytee D. White (Oral History Research Center), and Marcie Gallo (History) published the article, "Research as (Re)vision: Laying Claim to Oral History as a Just-us Research Methodology," in the special issue of the International Journal of鈥
Federick Ngo (Educational Psychology, Leadership, and Higher Education) received the Outstanding Reviewer Award for the journal Educational Evaluation and Policy Analysis (EEPA). The award was presented at the annual conference of the American Educational Research Association. EEPA publishes rigorous, policy-relevant research of interest鈥