Jemimah Young

Assistant Professor, Teacher Education and Administration
Profile Picture
Contact Info
Office: 
Matthews Hall, 218-D
Phone: 
940-565-4421
Email: 
jemimah.young@unt.edu

Jemimah L. Young, PhD is an Assistant Professor in Teacher Education and Administration. She holds a doctorate in Curriculum and Instruction from Texas A&M University. Her areas of expertise include Multicultural Education, Urban Education, and the Sociology of Education. Her research interests are (1) the academic achievement of students of color, (2) intersectional research of Black girls, (3) educational outcomes for marginalize populations, as well as (4) culturally responsive pedagogy. She teaches classes at both the undergraduate and graduate level related to culture, identity, diversity, social justice, foundations in education, and qualitative methodology.

Books

Ford, D. Y., Scott, M. T., Walters, N. M., & Young, J. L. (Eds.) (contracted). Gumbo for the soul II: Liberating memoirs and stories to inspire females of color. Charlotte, NC: Information Age.

Young, J. L., & Goings, R. B. (Eds.) (accepted). The every student succeeds act: Critical multicultural perspectives from the field. New York, NY: Teacher’s College Record Yearbook.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (Eds.). (2017). Cultivating achievement, respect, and empowerment (CARE) for African American girls in prek‐12 settings. Charlotte, NC: Information Age.

Articles & Chapters

Young, J. R., Fox, B., Young, J. L., & Levingston, E. (accepted). We would if we could: Examining culturally responsive teaching self-efficacy in middle school mathematics methods courses. Journal of Colorism Studies.

Ford, D. Y., Wright, B. L., & Young, J. L. (accepted). The evidence of things not seen: Five theoretical perspectives to support academically advanced Black students at PWIs and HBCUs. Journal of Negro Education.

Young, J. L., & Young, J. R. (accepted). BlackMaled: A 20-year content analysis of the Black male teacher empirical research. Race, Ethnicity, and Education.

Young, J. L., Young, J. R., & Butler, B. R. (accepted). A student saved is NOT a dollar earned: A meta-analysis of school disparities in discipline practices toward Black children. Taboo: The Journal of Culture and Education.

Ford, D. Y., Young, J. L., Wright, B. L., & Goings, R. B. (accepted). Honoring differences: Improving the representation of culturally different gifted students based on equity. In D. Sisk, B. Wallace, and J. Senior (Eds.), Sage Handbook on Gifted Education. Thousand Oaks, CA: Sage Publications.

Young, J. L. (accepted). Under-educated and over-adjudicated: A critical reflection on the teaching and policing of Black lives. In Broken Promise: Black Deaths and Blue Ribbons in Urban Centers.

Young, J. L., & Young, J. R. (accepted). Black parents as achievement socialization agents for Black girls: Building to mathematics. In Social Justice and Parent Partnerships in Multicultural Education.

Young, J. L., Young, J. R., & Capraro, R. M. (in-press). Gazing past the gaps: A growth-based assessment of the mathematics achievement of Black girls. The Urban Review.

Young, J. L., Young, J. R., & Ford, D. Y. (in-press). Standing in the gaps: Examining the effects of early gifted education on Black girl achievement in STEM. Journal of Advanced Academics.

Young, J. L., Butler, B. R., Dolzhenko, I., & Ardrey, T. (in-press). Deconstructing teacher quality in urban early childhood education. Journal For Multicultural Education.

Young, J. L., Ero-Tolliver, I., Young, J. R., & Ford, D. Y. (in-press). Maximizing opportunities to enroll in advanced high school science courses: Examining the scientific dispositions of Black girls. Journal of Urban, Learning, Teaching, and Research.

Young, J. L., & Young, J. R. (in-press). Responding to culturally unresponsive teaching: A systematic review of culturally responsive teaching self-efficacy using confidence intervals. Journal of Praxis in Multicultural Education.

Dolzhenko, I., & Young, J. L. (in-press). Understanding teacher’s cultural competencies: Supporting the development of teacher’s self-awareness and social awareness. In The Handbook of Research on Pedagogies and Cultural Considerations of Young English Language Learners.

Ford, D. Y., & Young, J. L. (in-press). Under-identified culturally and linguistically diverse (CLD) gifted students: Recommendations for equitable recruitment and retention. In Rogers, (Ed.), Desegregating Gifted Education. Charlotte, NC: Information Age.

Foster, M. D., Young, J. R., & Young, J. L. (2017). Teacher perceptions of parental involvement and the achievement of diverse learners: A meta- analysis. Journal of Ethical Educational Leadership, 4(5), 1-17.

Young, J. L. (2017). Does digital curricula matter? An examination of online versus traditional multicultural education course delivery. Academic Perspectives in Higher Education, (3)1, 1-21.

Young, J. L., & Young, J. R. (2017). Opportunity knocks, will she answer: Dispositions and participation of girls of color in STEM enrichment. Journal of Expanded Learning Opportunities, 1(4), 12-25.

Young, J. L. (2017). Affective or effective? A Black female professor’s critical reflection on teaching effectiveness of multicultural courses. Professing Education, 6(1), 79-89.

Wright, B. L., Ford, D. Y., & Young, J. L. (2017). Ignorance or indifference?: Seeking excellence and equity for under-represented students of color in gifted education. Global Education Review, (4)1, 45-60.

Young, J. L., Feille, K., & Young, J. R. (2017). Black girls as learners and doers of science: A single-group summary of elementary science achievement. Electronic Journal of Science Education, 21(2), 1-20.

Young, J. L. (2017). Access, achievement, and academic resilience: The relationship between AVID and Black student participation in advanced placement courses. Journal of Multicultural Affairs, 1(2), 1-25.

Young, J. L., & Larke, P. J. (2017). One book and one girl at a time: Analyzing and explaining Black girl's reading achievement in elementary school. Literacy and Social Responsibility, 9(1), 3-10.

Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black girl’s achievement in middle grades mathematics: How can socializing agents help?. The Clearing House, 90(3), 70-76.

Young, J. R., Ortiz, N., & Young, J. L. (2017). STEMulating interest: A meta-analysis of the effects of out-of-school time on student STEM interest. International Journal of Education in Mathematics, Science, and Technology, 5(1), 62-74. DOI:10.18404/ijemst.61149

Young, J. L., Young, J. R., & Paufler, N. A. (2017). Out of school and into STEM: Supporting girls of color through culturally relevant enrichment. Journal of Interdisciplinary Teacher Leadership, 2(1), 28-34.

Capraro, R. M., Barroso, L. R., Nite, S., Rice, D., Lincoln, Y. S., Young, J. R., & Young, J. L. (2017). Developing a useful and integrative STEM disciplinary language. International Journal of Education in Mathematics, Science, and Technology, DOI: 10.18404/ijemst.31232.

Wright, B. L., Young, J. L., & Ford, D. Y. (2017). Will every child count? Exploring what early childhood and gifted children of color risk losing under a Trump administration (pp. 133-146). In D. T. Harris, (Ed.), Newschaser: The Rhetoric of Trump in Essays and Commentaries. New York, NY: Universal Write Publications.

Young, J. L., & Scott, C. (2016). Writing outside the margins: An exploratory analysis of Black girls achievement in middle grades writing. The National Journal of Urban Education & Practice, 9(2), 506-523.

Young, J. R., & Young, J. L. (2016). Young, Black, and anxious: Describing the Black student mathematics anxiety research using confidence intervals. Journal of Urban Mathematics Education, 9(1), 79-93.

Young, J. L., & Young, J. R. (2016). Closing the gap or reaching the ceiling: An exploratory trend analysis of the Black White achievement gap in Texas. Journal of Multicultural Affairs 1(1), 1-17.

Young, J. L., & Rideaux, K. (2016). Making it over: African American girls making space in unfamiliar suburbs. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 153‐166). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Hey google, include us... African American girls. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK- 12 Settings (pp. 3‐10). Charlotte, NC: Information Age.

Young, J. L. (2016). African American girl’s social studies achievement: Gazing beyond the gap. In P. Larke, G. Webb‐Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK12 Settings (pp. 91-110). Charlotte, NC: Information Age.

Larke, P. J., Webb-Hasan, G., & Young, J. L. (2016). Culturally sensitive investigation (CSI): State of education for African American girls. In P. Larke, G. Webb-Hasan, and J. Young (Eds.), Cultivating Achievement, Respect, and Empowerment (CARE) for African American Girls in PreK-12 Settings (pp. 17-42). Charlotte, NC: Information Age.

Young, J. L. (2016). Novice, not naïve: How R.A.C.E. mentoring helped a young, Black, female scholar level the playing field. In D. Ford, M. Trotman Scott, & R. Goings, T. Wingfield, and M. Henfield (Eds.), RACE Mentoring Through Social Media: Black and Hispanic Scholars Share Their Journey in The Academy. Charlotte, NC: Information Age.

Young, J. L. (2016). From special ed to higher ed: A Black girl’s journey in discovering her giftedness. In D. Ford, J. Davis, M. Trotman Scott, and Y. Sealey- Ruiz (Eds.), Gumbo for the Soul: Liberating stories to inspire Females of Color. Charlotte, NC: Information Age.

Young, J. R., & Young, J. L. (2015). Anxious for answers: A meta-analysis of the effects of anxiety on African American k-12 students’ mathematics achievement. Journal of Mathematics Education at Teachers College, 6(2). 1-8.

Young, J. R., & Young, J. L. (2014). African American female achievement in STEM: Can AP courses provide a different story. In B. Polnick, B. Irby, & J. Ballenger. (Eds.). Girls and women of color in STEM: Navigating the double bind. Charlotte, NC: Information Age Publishing Inc.

Young, J. R., Young, J. L., & Hamilton, C. (2013). The use of confidence intervals as a meta‐analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 151-174.

Young, J. R., Young, J. L., & Hamilton, C. (2013). Culturally relevant project‐based learning for STEM education: Implications and examples for urban schools. In M. M. Capraro, R. Capraro, & C. W. Lewis (Eds.), Improving urban schools: Equity and access in K-16 STEM education (pp. 39‐65). Charlotte, NC: Information Age.

Young, J. L., & Young, J. R. (2013). Proceedings from Society for Information Technology & Teacher Education International Conference: STEMulations: Repurposing powerpoint technology for socially situated simulations. New Orleans, LA.

Young, J. R., Young , J. L., Shaker, Z. (2012). Technological pedagogical content knowledge (TPACK) literature using confidence intervals. TechTrends. 56(5), 25‐33.

Young, J. R., & Young, J. L. (2012). “But that’s not fair”: Teacher technology readiness and African American students’. The Journal of the Texas Alliance of Black School Educators, 4(1), 19‐32.

Larke, P.J., Larke, A., Jones, W., & Lea, J. V. (2012). Mentorship programs: Essentials for today’s urban African American youth. Journal of Education and Social Justice, 1(1), 140‐145.

Larke, P., Young, J. L., & Young, J. R. (2011). Making a case to LEARN: Linking emphasis on the achievement and reporting of the needs of African American Females on NAEP test results. In L. Howell, C. Lewis, and N. Carter (Eds.), Yes We Can! Improving Urban Schools Through Innovative Education Reform (pp. 145-168). Charlotte, NC: Information Age.

Ibrhim, E., Standish, H., Larke, P. J., Sullivan, E., Coston, W., Meloncon, B., Ruthinger, G. A., Saah, L., & Lea, J. V. (2010). The voices of seven doctoral students: Journeys toward becoming multicultural teacher educators. National FORUM of Multicultural Issues Journal, 7, 1-19.

Ferrara, M. M., Larke, P. J., & Lea, J. V. (2010) A case of seven preservice teachers' emerging philosophy about multicultural education. National FORUM of Multicultural Issues Journal, 7(1), 1-19.

Larke, P. J., Easterly, S., Irby, B., Jones, W. A., & Lea, J. V. (2009). The gifted African American student: What educators need to know. Journal of The Texas Alliance of Black School Educators, 2(1), 13‐17.

Conference Presentations

Young, J. L. & Young, J. R. (July, 2017). FUNctional formative assessments: Summing up success. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. R. & Young, J. L. (July, 2017). STEMulating performance through project-based learning. Paper presented at the Annual Meeting of the Conference for the Advancement of Mathematics Teaching, Fort Worth, TX.

Young, J. L., Ero-Trolliver, I., Young, J. R., & Ford, D. Y. (April, 2017). Maximizing opportunities to enroll in advanced science courses: Examining the scientific dispositions of Black girls. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. R., Young, J. L., (April, 2017). Single-group summaries using confidence intervals: An opportunity to inform gap Analysis in mathematics education. Paper presented at the 101st Annual Meeting of the American Education Research Association, San Antonio, TX.

Young, J. L. (April, 2017). #SchoolTheBlue: A multicultural educator’s response to police shootings in the United States. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Airen, O. E., Young, J. L. & Fox, B. L. (April, 2017). Do’s and don’ts in writing for publication: The editors’ tale. Paper presented at the 16th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Nacogdoches, TX.

Young, J. R. & Young J. L. (April, 2017) Single-group summaries using confidence intervals: An alternative to gap analysis. Presentation at the Annual Meeting of the National Council of Teachers of Mathematics, San Antonio, TX.

Young, J. R. & Young, J. L. (March, 2017). Beyond gap gazing: Single-group summaries of using confidence intervals. Paper presented at the 44th Annual Meeting of the Research Council on Mathematics Learning, Fort Worth, TX.

Young, J. L. & Larke, P. J. (November, 2016). And that's she wrote: An examination of culturally responsive literacy exemplars for Black girls. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Dolzhenko, I. & Young, J. L., (November 2016). Though she be little, she is fierce: An examination of Black girl's academic achievement in early childhood education. Paper presented at the Annual Meeting of the National Association for Multicultural Education, Cleveland, OH.

Young, J. L. & Young, J. R. (June, 2016). An exploratory analysis of 4th grade African American girls mathematics achievement: Can the NCTM curriculum focal points explain the difference? Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Young, J. R. & Young, J. L. (June, 2016). Technology professional development for urban mathematics teachers: Using confidence intervals to characterize effectiveness. Paper presented at the Annual Meeting of the Center for the Advancement of Mathematics Teaching, San Antonio, TX.

Dolzhenko, I., & Young, J. L. (May, 2016). Teaching anti-bias multicultural curriculum in teacher education programs: Focus group interviews of preservice teachers' perceptions about goals of anti-bias education. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Young, J. L., & Edwards, J. (April, 2016). She is ME: Culturally responsive literacy strategies for Black girls Paper presented at the 15th Annual Meeting of the Texas Chapter of the National Association for Multicultural Education, Denton, TX.

Young, J. L., & Young, J. R., (January, 2016). African American females mathematics achievement: Lessons learned from NCTM curriculum focal points. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. R., & Young, J. L. (January, 2016). Using confidence intervals to evaluate the effects of professional development on urban mathematics teachers TPACK. Paper presented at the Annual Association of Mathematic Teacher Educators. Irvine, CA.

Young, J. L. (October, 2015). Designing an Undergraduate Course in Multicultural Education: Learning from the Past, Polishing the Present, and Projecting the future. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. R., Fox, B., Young, J. L., Levingston, E., & Rideaux, K. (October, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Identifying culturally responsive teaching. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, New Orleans, LA.

Young, J. L., & Young, J. R., (April, 2015). African American Female Achievement on Advanced Placement Examinations: Implications for Success. Paper Presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (March, 2015). Noticing diversity, equity, and social justice in the mathematics classroom: Connecting communities of practice, Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. L. (March, 2015). Multicultural education for social advocacy: Reflections on course design and syllabus construction. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Lubbock, TX.

Young, J. R., Young, J. L., Fox, B., Levingston, E. (November, 2014). Stimulating culturally responsive self-efficacy in mathematics teachers by dismantling ideas of culturally mismatch through video exemplars. Paper presented at the Annual Meeting of the National Association of Multicultural Education, Tuscan, Arizona.

Young, J.R. & Young, J. L. (June, 2014). Friends with benefits: Negotiating authorship and intellectual space among spouses and friends. Paper presented at the Annual Meeting of the American Association of University Professors, Washington, D.C.

Young, J. L., & Young, J. R. (March, 2014). ReVisioning Culturally Responsive Practice: Summarizing the Culturally Responsive Teaching-Efficacy Scale (CRTSE). Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., (March, 2014). How to Design an Undergraduate Course in Multicultural Education: ReVisioning Multicultural Education to Transcend Racial, Social, and Economic Barriers. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Rideaux, K., & Young, J. L. (March, 2014). Rethinking the Ideal: Microaggressions, Equity, and the Suburban School. Paper Presented at the Annual Meeting of the Texas National Association for Multicultural Education, Laredo, TX.

Young, J. L., & Young, J. R. (November, 2013). Misplaced advancements: A critical examination of African American female student access, participation, and achievement. Paper Presented at the Annual Meeting of the National Association for Multicultural Education, Oakland, CA.

Young, J. L., Young, J. R., & Larke, P. J. (October, 2013), Making “ME” matter: A critical examination of gifted Black girl’s academic achievement in K-4 settings. Paper Presented at the Annual Meeting of the Research on Women and Education Conference, Las Cruces, NM.

Young, J. L., Larke, P.J., & Young, J.R. (May, 2013). Young, gifted, and held Black: Disparities among African American gifted female young. Paper Presented at The 19th Annual Meeting of the National Conference on Diversity, Race, and Learning, Columbus, Ohio.

Young, J. R., Young, J. L., & Hamilton, C. (May, 2013). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Paper Presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Young, J. L., & Young, J. R. (April, 2013). Critical race theory: Not just qualitative any more. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. R., & Young, J. L. (April, 2013). Anxious for answers: Describing the African American student mathematics Anxiety Research Using Confidence Intervals. Paper Presented at the 12th Annual Meeting of the Texas National Association of Multicultural Educators, San Marcos, Texas.

Young, J. L., & Young, J. R. (March, 2013). STEMulations: Purposefully repurposing powerpoint technology for socially situated simulations. Paper presented at the Annual Meeting of the Society for Information Technology and Teacher Education, New Orleans, Louisiana.

Young, J. L., & Young, J. Y. (February, 2011). Teacher technology efficacy and female Hispanic mathematics student Achievement. Paper to be presented at the 30th Annual Meeting of the Research Association of Minority Professors, Baltimore, Maryland.

Young, J. L., Larke, P. J., & Young, J. R., (February, 2011). African American females performance on state and national mathematics assessments. Paper to be presented at the 34th Annual Meeting of the Southwest Educational Research Association, San Antonio, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (November, 2010). That’s not fair: Technology equity and mathematics achievement. Presented at the Annual Meeting of the National Association of Multicultural Educators, Las Vegas, Nevada.

Larke, P. J., & Lea, J. V. (May, 2010). Stories of AfricanAmerican survivors of natural disasters. Paper presented at the Annual Meeting of the Congress of Qualitative Inquiry, Urbana­Champaign, Illinois.

Walter-Sullivan, E., Easton‐Brooks, D., Collins, D., Larke, P. J., Webb-Johnson, G. W., & Lea, J. V. (May, 2010). Applying critical race theory to examine Texas state mandated tests by race, class, and gender for the years 1993–2009. Paper presented at the Annual Meeting of the American Educational Research Association, Denver, Colorado.

Young, J. L., Young, J. Y., Larke, P. J. (March, 2010). Scaling the wall of inequity: Resilience of female students of color in urban Texas school districts. Paper submitted to be presented at the 10th Annual Meeting of the Texas National Association of Multicultural Education, Mesquite, TX.

Young, J. R., Lea, J. V., & Larke, P. J. (March, 2010). Assessing the needs of the new non-­ traditional student of color: Implications for post-­ secondary educators. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Larke, P. J. & Lea, J. V. (March, 2010). African American female’s performance on state and national assessments: What is Their Story?. Paper presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. & Young, J. R. (February, 2010). Reaching for the STARs: Technology and African American Achievement . Paper Presented at the 33nd Annual Meeting of the Southwest Educational Research Association, New Orleans, Louisiana.

Young, J. R. & Lea, J. V. (February, 2010). Teacher technology readiness and African American student mathematics achievement. Paper Presented at the 29th Annual Meeting of the Research Association of Minority Professor, Houston, Texas.

Lea, J. V., Young, J. R., & Larke, P. J. (November, 2009). Closing the gap or reaching the ceiling: The achievement gap in Texas from 1987 until the present. Paper Presented at the 9th Annual Meeting of the Texas National Association of Multicultural Educators, Denton, Texas.

Lea, J. V. (2009, February). Examining the AVID program for students of color. Paper Presented at the 31st Annual Meeting of the Texas National Association of Multicultural Education, Prairie View, Texas.

Lea, J. V. (2009, February). Recruiting and retaining African American students in AVID. Paper presented at the 32nd Annual Meeting of the Southwest Educational Research Association, San Antonio, Texas.

Courses Taught

EDCI 6280 – Qualitative Methods

EDCI 6050 – Culture, Identity, and Education

EDSE 4070 - Teaching Diverse Populations

EDSE 4060 - Content Area Reading in Secondary Schools

EDME 3380 - Teaching and Learning in the Middle Grades

EDME 4340 - Social Studies in Grades 4-8

EDEE 2000 - Exploring Diversity Through Social Action

EDEE 3380 - Teaching and Learning in Grades EC-6

EDEE 3320 - Foundations of Education: The School Curriculum

EDEE 4340 - Social Studies in Grades EC-6

COE at Texas Association for Bilingual Education conference

NABE boothFrank Chacon, UNT BESO president, Melissa Mollick, UNT BESO member, Jesus Navarrette, UNT doctoral student and Dr. Rossana Boyd, director of the Bilingual/ESL Teacher Certification Programs at UNT and president of the National Association for Bilingual Education, manage the NABE booth at the Texas Association for Bilingual Education conference on October 19-21, 2011. BESO stands for Bilingual/ESL Student Organization and recently formed its new board of directors. They are as follows: Sally Peterson, vice-president; Wendy Camarena, secretary; Jacqueline Lester, treasurer; Natalie Amendola, historian and Kathryn Trednick, parliamentarian.

Carol Hagen

Principal Lecturer, Teacher Education and Administration, Director, Child Development Lab
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Contact Info
Office: 
Matthews Hall, 206-B
Phone: 
(940) 565-2555
Email: 
carol.hagen@unt.edu

Carol Hagen, EdD, is a Principal Lecturer in the Department of Teacher Education and Administration and the director of the Child Development Laboratory at the University of North Texas. She is a practitioner that is committed to early childhood education. Her practice and research are focused on issues related to preschool children and their families and curriculum and management in diverse early education settings.

Recent Funded External Grants and Contracts

October 2005 - July 2013 - U.S. Department of Education Child Care Access Means Parents in School (CCAMPIS)

October 2008 - October 2012 - Texas Workforce Commission Child Care Services Grant

Selected Articles

Myers, C. E., Bratton, S. C. Hagen, C. K., Findling, J. E., (2011) Development of the trauma play scale: Comparison of children manifesting a history of interpersonal trauma with a normative sample. International Journal of Play Therapy, 20. (2), 66-78

Hagen, C. K., (1993) When does literacy begin?  At the beginning. Focus on Infancy, 6 (1).

Hagen, C. K., (1991) Helping Infant Caregivers Construct Their Own Knowledge".  Focus on Infancy, 4 (1).

Recent Presentations

Hagen, (2012) Universal preschool in the USA: A dream unfulfilled. KSECE Biennial International Conference, Duksung Women’s University, Seoul, Korea.

Hagen, (2012) Child care access means parents in school: moving beyond financial support and into changing community programs. National Association for the Education of Young Children (NAEYC), Atlanta, GA.

Hagen, D.K., Besier, S., Collins, S., Moving (2011) Beyond financial support and into changing community childcare. The Ohio State University Student Parent Support Symposium

Hagen, C.K. and Davis, T. J. (2009). The project approach in two countries: Preschool in South Korea and the United States. National Coalition of Campus Children’s Centers (NCCCC). Phoenix, Arizona.

Honors/Awards

2012 - Texas Association for the Education of Young Children Outstanding Teacher Educator of the Year

Fall 2007 - North Texas WorkForce Child Care Provider of the Year

Membership in Professional Organizations

National Coalition of Campus Children's Centers

National Association for the Education of Young Children

Southern Association on Children Under Six

Texas Association for the Education of Young Children

Denton Area Association for the Education of Young Children

Bob Way

Building Coordinator, Kinesiology, Health Promotion and Recreation
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Contact Info
Office: 
Physical Education Building 202
Phone: 
940-565-3429
Email: 
bob.way@unt.edu

Anne Rinn

Associate Professor, Educational Psychology
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Contact Info
Office: 
Matthews Hall 322-M
Phone: 
940-565-3421
Email: 
anne.rinn@unt.edu

Published

Rinn, A. N., Reynolds, M. J., & McQueen, K. (2011). Perceived social support and the self-concepts of gifted adolescents. Journal for the Education of the Gifted, 34, 367-396.

 

Published

Wininger, S., & Rinn, A. N. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics, 5(2), 77-88.

 

Published

Rinn, A. N., Plucker, J. A., & Stocking, V. B. (2010). Fostering gifted students' affective development: A look at the impact of academic self-concept. Teaching Exceptional Children, 6(4), 2-13.

 

Published

Rinn, A. N., Mendaglio, S., Rudasill, K. M., & McQueen, K. S. (2010). Examining the relationship between overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly, 54(1), 3-17.

 

Published

Rinn, A. N. (2009). Attention deficit hyperactivity disorder. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, CA: Sage Publications.

Pamela Peak

Lecturer, Educational Psychology
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Contact Info
Office: 
Matthews Hall 322-H
Phone: 
940-565-4192
Email: 
pamela.peak@unt.edu

M. Angela Nievar

Associate Professor, Educational Psychology
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Contact Info
Office: 
Matthews Hall 304-E
Phone: 
940-891-6800
Email: 
Angela.Nievar@unt.edu

As a family and developmental psychologist, I study parenting in families with young children. Specifically, I investigate parent-child interaction, parenting self-efficacy, families in poverty, early childhood environments, and home visiting. One of my foci is the diversity in parenting across and within cultures.

In addition to basic research, my grants have helped non-profit and community organizations fund their research and evaluation needs. This funding also allows for academic opportunities for my students to perform original research. I truly enjoy working with my students; I have advised and mentored over 40 graduates/undergraduates in research experiences. I enjoy seeing my students become successful in launching their careers. Some of them are now full-time faculty at UNT and other higher educational institutions. Many others are now leaders in their communities and countries, serving the next generation of children.

UNT Position

Child development; child and family policy; research internships; family life education; developmental and family theories; families, schools, and communities.

Research Interests

Research focuses on parenting in at-risk families with young children. Content areas include parenting efficacy, parent-child interaction, Latino families, the quality of early childhood environments (home and child care), and prevention/intervention programs for families in stress. Statistical expertise in meta-analysis.

Recent Publications

HIPPY home visiting: Effects on mothers' parenting skills
Nathans, Nievar, Tucker, Chen
Early Education and Development.

Relación entre violencia de pareja y estrés parental en población Mexicana
Brito-Tinajero, Delgadillo-Guzman, Nievar
Revista del Centro de Investigación de la Universidad La Salle

Parenting practices in preschool leading to later cognitive competence: A family stress model
Nievar, Moske, Johnson, Chen
Early Education and Development

A comparison of White and Hispanic women’s stories of adjustment to the birth of a child
Pollard, Nievar, Nathans, Riggs
Infant Mental Health Journal

Prathiba Natesan

Associate Professor, Educational Psychology
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Contact Info
Office: 
Matthews Hall 316-J
Phone: 
940-565-4988
Email: 
prathiba.natesan@unt.edu

Refereed Publications

* coauthored with students, ** both authors contributed equally and are listed in alphabetical order

Natesan, P. Aerts, Q. (In Press). Can library users distinguish between minimum, perceived, and desired levels of service quality? Validating LibQUAL+® using multitrait multimethod analysis. Library and Information Science Research.
(JCR 5yr I.F. = 1.755)

Saylor, M. F., Boazman, J., Natesan, P., & Periathiruvadi, S. (2015). Subjective well-being of gifted American college students: An examination of psychometric properties of the PWIA. Gifted Child Quarterly, 59, 236-248.
(JCR I.F. = 1.188)

*, **Natesan, P., Ponce, H., & Chavez, A. (2015). Are LibQUAL+® and LibQUAL+® Lite scores psychometrically comparable? Library & Information Science Research, 37, 2127. doi:10.1016/j.lisr.2014.07.004
(JCR 5yr I.F. = 1.755)

**Kalinowski, K., Natesan, P., & Henson, R. (2014). Stratified Item Selection and Exposure Control in Unidimensional Adaptive Testing in the Presence of Two-dimensional Data. Applied Psychological Measurement, 38, 563-576.
(JCR 5yr I.F. = 1.677)

*Glover, R. J., Natesan, P., Wang, J., Rohr, D., McAfee Etheridge, L., §Booker, D. D., Bishop, J., Lee, D., Kildare, C., & Wu, M. (2014). Judgment and intuition: An exploration of relationships between moral judgment and moral foundations. Journal of Moral Education, 43, 394-412.
(JCR 5yr I.F. = 0.532)

*Henson, R., Natesan, P., & Axelson, E. (2014). Comparisons of Improvement-over-chance Effect Sizes for Two Groups under Variance Heterogeneity and Prior Probabilities. Journal of Experimental Education, 82, 205-228. doi: 10.1080/00220973.2013.813359
(JCR 5yr I.F. = 1.789)

**Kieftenbeld, V. & Natesan, P. (2013). Examining the Measurement and Structural Invariance of LibQUAL+® across User Groups. Library and Information Science Research, 35, 143-150. doi: 10.1016/j.lisr.2012.11.003.
(JCR 5yr I.F. = 1.755)

Natesan, P. & Kieftenbeld, V. (2013). Measuring Urban Teachers' Beliefs About African American Students: A Psychometric Analysis. Journal of Psychoeducational Assessment, 31, 315. doi: 10.1177/0734282912448243.
(JCR 5yr I.F. = 1.081)

Kieftenbeld, V. & Natesan, P. (2012). Recovery of Graded Response Model Parameters: A Comparison of Marginal Maximum Likelihood and Markov Chain Monte Carlo Estimation. Applied Psychological Measurement, 36, 399-419.
(JCR 5yr I.F. = 1.677)

*Lane, F., Anderson, B., Ponce, H. F. & Natesan, P. (2012). Longitudinal Invariance of the LibQUAL+® as a Measure of Library Service Quality. Library and Information Science Research, 34, 22-30.
(JCR 5yr I.F. = 1.755)

Natesan, P., Carter, N. P., Webb-Johnson, G., & Walter-Roberts, P. (2011). Validity of the Cultural Awareness and Beliefs Inventory of Urban Teachers: A Parallel Mixed Methods Study. International Journal of Multiple Research Approaches, 5, 238-253.
(Source Normalized Impact per Paper (SNIP) = 0.964)

Maghelal, P., Natesan, P., Naderi, J. R., & Kweon, B. (2011). Pedestrian Virtual Environment: Testing the adaptability of driving simulator, Journal of Architectural Planning Research, 28, 104-117.
(Source Normalized Impact per Paper (SNIP) for 2011= 0.433, JCR 5yr I.F. = 0.347)

*Kieftenbeld, V., Natesan, P., & Eddy, C. (2011). An Item Response Theory Analysis of the Mathematics Teaching Efficacy Beliefs Instrument. Journal of Psychoeducational Assessment, 29, 443-454.
(JCR 5yr I.F. = 1.081)

Pookulangara, S. & Natesan. P. (2010). Examining consumers' channel migration intention utilizing theory of planned behavior: A multigroup analysis. International Journal of Electronic Commerce Studies, 1, 97-116.

Natesan, P., Limbers, C., & Varni, J. W. (2010). Bayesian Estimation of Graded response multilevel models using Gibbs sampling: Formulation and illustration, Educational and Psychological Measurement, 70, 420-439.
(JCR 5yr I.F. = 1.668)

Carter, N. P., Hawkins, T. N., & Natesan, P. (2008). The impact of verve on the academic achievement of African American and European American middle school students. The Journal of Educational Foundations, 22, 29-46.

Natesan, P. (2008). Time for paradigm diversity: A meta-analytic argument for the use of quantitative research in urban education, The National Journal of Urban Education and Practice, 1, 351-371.

Natesan, P. & Thompson, B. (2007). Extending improvement-over-chance I-index effect size simulation studies to cover some small sample cases. Educational and Psychological Measurement, 67, 59-72.
(JCR 5yr I.F. = 1.668)

Wendy Middlemiss

Associate Professor, Educational Psychology
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Contact Info
Office: 
Matthews Hall 304-H
Phone: 
940-369-8870
Email: 
wendy.middlemiss@unt.edu

Accepted/In-press

Foreword. In M. Jones & S. Jones. Great Expectations. Baby Sleep Guide.

Middlemiss, W.

London: Sterling Publications

 

Published

A Feasibility Study of FRIDGE ?"" An Intergenerational Nutrition Education Program

Kaplan, M., Alloway, F., & Middlemiss, W.

Journal National Extension Association of Family & Consumer Sciences

 

Published

An elaboration on the distinction between controversial attachment therapeutic practices and parenting strategies versus mainstream attachment parenting: A comment on the APSAC report

Curtner-Smith, M.E., Middlemiss, W., Green, K., Murray, A.D., Barone, M., Stolzer, J., Parker, Lysa, Nicholson, B.

Child Maltreatment, 11, 373-374

 

Published

Ethnic Differences in the Benefits of Home Visiting Services for Adolescent Mothers

Middlemiss, W. & McGuigan, W. M.

Family Relations. Family Relations, 54, 212-224

 

Published

How Do Sleep Arrangements Impact Nurse Practitioners’ Assessment of Development?

Middlemiss, W.

Journal of the American Academy of Nurse Practitioners,17, 33-40

Smita Shukla Mehta

Professor, Educational Psychology
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Contact Info
Office: 
Matthews Hall 316-F
Phone: 
940-369-7168
Email: 
Smita.Mehta@unt.edu

I received my doctorate from the University of Oregon. My specialty is in the areas of severe behavior problems, severe disabilities, and inclusive education. My research interests include functional behavioral assessment and positive behavior support for individuals with developmental disabilities, analyzing the effect of teacher behavior on student performance, classroom management and instructional strategies, and inclusive education and support.


Published

*Balderaz, L., & Shukla Mehta, S. (2016). Computer Assisted Instruction to Improve Perspective-Taking Skills of Children with High Functioning Autism. Education and Training in Autism and Developmental Disabilities, 3, 24-41.

Boesch, M. C., Shukla Mehta, S., & De Fonte, A. (Accepted pending revisions; 2016). A Review comparing AAC systems yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention, 10, 13-19.

Boesch, M. C., Shukla Mehta, S., & Da Fonte, M. A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed. Evidence-Based Communication Assessment and Intervention, Evidence-Based Communication Assessment and Intervention, 10, 108-1137. 

*Crone, R., & Shukla Mehta, S. (2016). Effectiveness of parent training on generalized use of behavior analytic strategies for decreasing the problem behavior of children with autism. Education and Treatment of Children, 39, 64-94.ISSN: 19348924, 07488491; H Index: 21; SJR: 0.74

Callahan, K., Hughes, H. L., Shukla Mehta, S., Toussaint, K. A., Nichols, S. M. & Ma, P. S. (2016). Empirically and socially validated evidence-based practices in autism. Focus on Autism and Other Developmental Disabilities, 38, 678-692. DOI: 10.1177/1088357616632446 (Online First)
Impact Factor:1.065; Ranking: Education, Special 16 out of 37; Rehabilitation (SSCI) 35 out of 69; Psychology, Developmental 53 out of 65

*Alward Haber, J., Shukla Mehta, S., & Combes, B. (2015). The extent of autism knowledge of novice alternatively certified special education teachers in Texas. Journal of Special Education Apprenticeship, 4, 1-17.

Schafer, E. C., Matthews, L., Mehta, S., *Hill, M., *Munoz, A., *Bishop, R., & *Moloney, M. (2013).  Personal FM systems for children with autism spectrum disorders (ASD) and/or attention-deficit hyperactivity disorder (ADHD): An initial investigation. Communication Disorders, 46(1) 30-52. doi:10.1016/j.jcomdis.2012.09.002
SCImago Journal Rank (SJR): 0.659; Impact Factor: 1.520; 5-Year Impact Factor: 1.737

*Hughes, H. L., Combes, B., & Mehta, S. (2012).  Managing autism:  Knowledge and training in autism spectrum disorders among special education administrators. Journal of Special Education Leadership, 25 (2), 90-98. Retrieved from http://www.casecec.org/documents/jsel/jsel_25.2.pdf.
Journal of CEC’s Council of Administrators of Special Education; Acceptance Rate 30%; ISSN: 15251810; Accession Number: 84429844

*Author was a student whom Dr. Mehta mentored for the study and publication.

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