Karthigeyan Subramaniam

Associate Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall 218-S
Phone: 
(940) 565 3596
Email: 
Karthigeyan.Subramaniam@unt.edu

Karthigeyan Subramaniam, PhD, is Assistant Professor of Science Education in the Department of Teacher Education and Administration at the University of North Texas where he teaches graduate and undergraduate courses focused on science teacher education. His scholarship focuses on preparation of elementary and secondary science teachers as well as on educational technology and qualitative research methodology. Before coming to UNT in 2009, he was on the faculty of Penn State University-Harrisburg, where his position was in Elementary Teacher Education and Teaching and in the Curriculum Master’s Graduate Program. He has also been on the faculty of Adelphi University. His bachelor's degree is from the National University of Singapore, Republic of Singapore, his master's degree is from University of Florida, at Gainesville, and his doctoral degree is from the University of Otago, Dunedin, New Zealand.

Books

Subramaniam, K. (2002). Question and answer modules (1 to 10) for Exploring life science, Volumes 1-10. Republic of Singapore: Singapore STP Distributors.

Selected Articles and Chapters

Subramaniam, K. (in press). Student teachers' conceptions of teaching biology. Journal of Biological Education.

Subramaniam, K., & Harrell, P. (August, 2013). Framing prospective elementary teachers' conceptions of dissolving as a ladder of explanations. Journal of Science Teacher Education. DOI: 10.1007/s10972-013-9356-x.

Subramaniam, K. (2013). Minority pre-service teachers’ conceptions of teaching science: Sources of science teaching strategies. Research in Science Education, 43, 687-709. DOI: 10.1007/s11165-012-9284-3.

Subramaniam, K., Harrell, P., & Wojnowski, D. (2013). Analyzing prospective teachers' images of scientists using positive, negative, and stereotypical images of scientists. Research in Science and Technological Education, 31(1), 66-89.

Subramaniam, K. (2012). Examining the content of preservice teachers' reflections of early field experiences. Research in Science Education, 43(5), 1851-1872.

Subramaniam, K. (2012) Minority preservice teachers' conceptions of teaching science: Sources of science teaching strategies. Research in Science Education. DOI: 10.1007/s11165-012-9284-3

Subramaniam, K. (2012) How webquests can enhance science learning principles in the classroom. The Clearing House: Journal of Educational Strategies, Issues, and Ideas. 85(6), 237-242.

Bullock, P.L., Subramaniam, K., Buenventura, L. & Lee, I. (2010). Looking below the surface: An analysis of an elementary teacher education program diversity transformation. International Journal for Cross Disciplinary Subjects in Education, 1(3), 233-242.

Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education, 21(8), 937-951.

Subramaniam, K. (2010). Integrating writing frameworks into inquiry-based instruction. Science Educator, 19(2), 31-34.

Recent Conference Papers

Eddy, C., Wojnowski, D., Harrell, P., Subramaniam, K., & Pratt, S. (2012). Using concept mapping to assess a large-scale project. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 446-451). Msida, Malta: Veritas Press.

Subramaniam, K., Wojnowski, D., Harrell, P., Eddy, C., Pratt, S., & Shaker, Z. (2012). Prospective teachers' knowledge of constructing concept maps. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 377-381). Msida, Malta: Veritas Press.

Harrell, P., Subramaniam, K., Shaker, Z., Wojnowski, D., Eddy, C., & Pratt, S. (2012). Using concept maps to assess and categorize elementary preservice teachers' misconceptions. In A. J. Cañas, J.D. Novak, & J. Vanhear (Eds.), Concept maps: Theory, methodology, technology: Vol 2. Proceedings of the Fifth International Conference on Concept Mapping. (pp. 452-459). Msida, Malta: Veritas Press.

Subramaniam, K., & Bush, B. (2012, April). Identifying minority teachers' sources of teaching strategies. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.

Subramaniam, K. Harrell, P., & Wojnowski, D. (2012, March). A study of secondary science teachers' conceptions of heat transfer. Paper presented at the meeting of the National Association of Research in Science Teaching Conference, Indianapolis, IN.

Service to Professional Organizations

Program Reviewer, National Science Teachers Association/ National Council for the Accreditation of Teacher Education, 2006-present

Reviewer, American Biology Teacher, 2005-present

Reviewer, Journal of Science Teacher Education, 2006-present

Memberships

American Educational Research Association

National Association of Biology Teachers

Association of Science Teacher Education

National Science Teachers Association

National Association for Research in Science Teaching

Jeanne L. Tunks

Associate Professor, Teacher Education and Administration
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Office: 
Matthews Hall 218-N
Phone: 
940-565-3284
Email: 
tunks@coe.unt.edu

Dr. Jeanne Tunks, Associate Professor, coordinated the Denton ISD/UNT Professional Development School program from 2000-2010. During that time, she pursued several research agendas, which included such issues as the effects of tutoring in mathematics by PDS interns on student achievement, the influence of certain planned activities on the perceptions of students as mathematics learners, and the nature of action research. Recently she began a five-year research agenda on the success or failure of immigrant students in the area of mathematics. To that end, she spent six months in Antigua, Guatemala, and in other parts of Guatemala, studying how children in Central America are taught mathematics in the elementary schools. The study continues into U.S. schools, particularly in Texas, to determine the relationship between methods in Guatemala and the U.S. She has also created an exchange program between U.S. and Guatemalan mathematics teachers.

Dr. Tunks teaches graduate and undergraduate courses in Curriculum and Instruction, including a doctoral-level course addressing change management in schools.

Selected Publications

Tunks, J. (2012). Tutoring mathematics: Effect on professional development school (PDS) candidates' perception of teaching mathematics and effect on student achievement. In J. Ferrara (Ed.) Professional Development School Research Book Series, Volume 5. Charlotte, NC: Information Age Publishing.

Tunks, J. (2012). Applying theory, practice, and Research: The key to the development of future elementary teachers in the PDS. Eagle Feather, Volume 10.

Tunks, J. (2012). Fiesta math night/noche de fiesta de matimática: The initiation of social justice for PDS candidates. In K. Zenkov (Ed.). Social Justice in the PDS. Lanham, MD: Lexington Press.

Tunks, J. (2011). Action research as primary vehicle for inquiry in the professional development school. In J. Neopolitan (Ed.). National Society for the Study of Education, Volume 110, Issue 2. (111-122).  New York: Teachers College Press.

Tunks, J., & Weller, K. (2009). Changing practice, changing minds, From arithmetical to algebraic thinking: An application of the Concerns Based Adoption Model (CBAM). Educational Studies in Mathematics; ISSN0013-1954 (Print) 1573-0816 (Online) DOI10.1007/s10649-009-9189-x.

Tunks, J., & Neapolitan, J. (2007) Developmental framework for research on PDS. Lanham, MD: University Press of America.

Neapolitan, J., & Tunks, J. (2006) Developmental framework for research on PDS. In J. Neapolitan (Series Ed.), Where do we go from here? Issues in the sustainability of Professional Development School partnerships. New York: Peter Lang.

Recent Conference Presentations

Tunks, J. (2012). Research on early childhood mathematics and science research. Keynote address, Institute for the Promotion of Science and Technology, Bangkok, Thailand.

Tunks, J. (2012). Institutional to avoid inquiry: A historical study of a research-based professional development school partnership. Conference of the American Education Research Association, Vancouver, Canada.

Tunks, J. (2012). The mathematics and science of music for the early childhood teachers. Workshop, Institute for the Promotion of Science and Technology, Bangkok, Thailand.

Tunks, J. (2012). Bridging the gap: A study of Guatemalan primario mathematics education. Conference of the Comparative and International Education Society, San Juan, PR.

Tunks, J. (2011). The learning brain. Workshop, Colegio Boston, Antigua, Guatemala.

Tunks, J. and Ferri, A. (2009). The study of action research: A PDS candidate's action research plan. Conference of National Association for Professional Development Schools, Orlando, FL. (presentation with undergraduate students)

Tunks, J. (2009). The action of action research: The candidates' perspective. Conference of the American Educational Research Association, San Diego, CA.

Tunks, J. (2008). Teacher identity formation and the relationship to Maslow’s hierarchy of need. Conference of the American Educational Research Association, New York, NY.

Tunks, J., Anderson, A., & Olstowski, A. (2008). Fiesta de Noche de Matimatica: candidate transformation. Meeting of National Association for Professional Development Schools, Orlando, Florida. (presentation with undergraduate students)

Tunks, J. (2008). The Effect of tutoring in mathematics on student achievement. Meeting of the Holmes Partnership, Orlando, FL.

Tunks, J., & Neapolitan J. (2008). Connecting NCATE PDS standards to AERA research protocol. Meeting of the Holmes Partnership, Orlando, Fla.

Grants Awarded

2012 Charn Grant, Guatemala - U.S. Teacher Exchange, Principal Investigator

2009 TECERP, Hard-to-Staff Schools Grant, Texas Education Agency, Co-Principal Investigator

2009 Islamic Art and Geometry Project, UNT International Office, Principal Investigator

2008 Professional Development Schools, Principal Investigator

2008 American Association of Colleges of Teacher Education, Implementation of the NCATE PDS Standards, Principal Investigator

2008-2009 Action Research Grant, Community in Kind and Denton District Grant Funding, Principal Investigator

Current Activities in Professional Organizations

American Educational Research Association: Election Chair, PDS Research SIG; Member, Research Action Committee (Ad Hoc), PDS Research SIG

American Association of Teaching and Curriculum, Curriculum Dialogues, Review Board Member

National Association of Professional Development Schools, Member

Carol D. Wickstrom

Professor, Teacher Education and Administration
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Contact Info
Office: 
Matthews Hall, 204-A
Phone: 
940-565-4568
Email: 
Carol.Wickstrom@unt.edu

After teaching in K-12 public schools for 25 years, Dr. Carol Wickstrom became a university faculty member in 2000. At UNT, she teaches literacy courses at the graduate and undergraduate level in the Language, Literacy, Bilingual and ESL Program. As Director of the North Star of Texas Writing Project, she studies Culturally Mediated Writing Instruction in grades 6-12 English/Language Arts classrooms and supports teachers in these classrooms in their own teacher research. She received the 2009-2010 Faculty Teaching Excellence Award from the UNT College of Education, the 2011 Jean Greenlaw Literacy Award from the Texas Association for the Improvement of Reading, and the J.H. Shelton Excellence in Teaching Award in 2012.


Selected Publications

Wickstom, C., Patterson, L., & Isgitt, J. (2012). One teacher's implementation of culturally mediated writing instruction. In P.J. Dunston, L.B. Gambrell, C.C. Bates, S.K. Fullerton, V.R. Gillis, K. Headly, & P.M. Stecker (Eds.), 60th Literacy Research Association Yearbook. Oak Creek, WI: Literary Research Association.

Wickstrom, C., Araujo, J., Patterson, L., Hoki, C., & Roberts, J. (2012). Teachers prepare students for careers and college: "I see you," therefore I can teach you. In P.J. Dunson, L.B. Gambrell, C.C. Bates, S.K. Fullerton, V.R. Gillis, K. Headly, & P.M. Stecker (Eds.). 60th Literacy Research Association Yearbook. Oak Creek, WI: Literacy Research Association.

2010 Local Sites Research Initiative V-Culturally Mediated Writing Instruction. Technical Report for National Writing Project. www.nwp.org/research.

Patterson, L., Wickstrom, C.D., Roberts, J., Araujo, J., & Hoki, C. (2010). Deciding when to step in and when to back off: Culturally mediated writing instruction for adolescent English learners. The Tapestry Journal, 2(1), 1-18.

Wickstrom, C.D. (2009). "Powering Up:" Tools to connect teachers and students to text in the 21st century. In Leigh Van Horn (Ed.) Reading on the Edge: Enabling, Empowering, and Engaging Middle School Readers. Christopher-Gordon.

 

Selected Presentations

Swain, S., Vetter, C., Goss, A., & Wickstom, C.D. (2012) The AWC in Action. National Writing Project Annual Conference, Las Vegas, NV.

Patterson, L., & Wickstrom, C.D. (2012). Sustaining the good stuff: Using Human System Dynamics to build adaptive capacity. Texas Woman's University 2012 Billie Askew Reading Recovery and K-6 Literacy Institute, Dallas, TX.

Wickstom, C.D. (2012). Inquiry can be transformative: From "I will make him write" to "He will learn to write.". Presented at Association of Literacy Educators and Researchers Annual Conference, Grand Rapids, MI.

Wickstrom, C.D., & Patterson, L. (2011). The language of teaching and learning when teachers enact the principles and practices of Culturally Mediated Writing Instruction with English Language Learners. Presented at the 61st Annual Conference of the Literacy Research Association, Jacksonville, FL.

Wickstrom, C.D., Bauer, C. & Shearer, R. (2011). Cultivating empowering literacy experiences for all through global literature and their cultural identities. International Reading Association Annual Conference, Orlando, FL.

Wickstrom, C.D., Araujo, J., Patterson, L., Hoki, C. (2011). Culturally mediated writing instruction: Conversations of teaching to promote academic writing in adolescents. Writing Research Across Borders Conference. Arlington, VA.

 

Grants Awarded

National Writing Project, North Star of Texas Writing Project SEED High Needs School Grant

National Writing Project, North Star of Texas Writing Project, 2003 – present

National Writing Project, Local Sites Research Initiative V & VI, Culturally Mediated Writing Instruction for Adolescent English Learners

National Writing Project, Technology Liaison Network Mini-Grant, Site Development of Gaming to Promote Engagement for Adolescents

 

Awards

2012 - J.H. Shelton Excellence in Teaching Award

2011 - Jean Greenlaw Literacy Award

2009-2010 - College of Education Faculty, Teaching Excellence Award

Current Activities in Professional Organizations

National Writing Project of Texas, State Director, 2008-Present

Reviewer for Journal of Literacy Research, 2001-Present

Reviewer for Literacy Research, and Instruction, 2003-Present

North Texas Association for the Improvement of Reading, Program Chair, 2003-Present

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

Anne Rinn

Professor, Educational Psychology, Director, Office for Giftedness, Talent Development, and Creativity
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Office: 
Matthews Hall 322-M
Phone: 
940-565-4037
Email: 
anne.rinn@unt.edu

Anne N. Rinn, Ph.D., is a Professor of Educational Psychology at the University of North Texas, where she also serves as Director of the Office for Giftedness, Talent Development, and Creativity. She has an undergraduate degree in psychology from the University of Houston and a doctorate in educational psychology from Indiana University. She has authored more than 50 publications related to the social and emotional characteristics of gifted individuals and the psychosocial skills necessary for the development of talent. She is an active member of the National Association for Gifted Children and the American Educational Research Association, holding leadership positions in both organizations.


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

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

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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