Articles

Agbuga, B., Xiang, P., & McBride, R. (2010). Achievement goals and their relations to children’s disruptive behaviors in an after-school physical activity program. Journal of Teaching in Physical Education. 28 *
*Ates, B. & Eslami, Z. R. (2012). Teaching Experiences of Native and Nonnative English Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers. Journal on Excellence in College Teaching, 23(3), 101-129 *
Barr, S., Eslami, Z., & Joshi, R. M. (2012). Core strategies to support English Language Learners. The Educational Forum, 76, 105-117. Multi-disciplinary, enhances diversity or enhanced internationalization
Binks-Cantrell, E., Washburn, E., Joshi, R. M., & Hougan, M. (2012). Peter Effect in the preparation of reading teachers. Scientific Studies of Reading, 16, 526-536 *
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62, 153-171 *
Bippus, S. & Eslami, R. Z. (2013). Adult ESOL Students and Service-Learning: Voices, Experiences, and Perspectives. TESOL Journal, 1(3), pp. 587-597
Carter, N., Williams, K. & Marrero, O. (2012). Classroom management in urban classrooms: Effective strategies for teachers of African American and Hispanic Learners. The National Journal of Urban Education and Practice, 5(4) pp. 390-400 *
*Chalak, A., Eslami, Z. R., & Eslami-Rasekh, A. (2010). Communication Strategies and Topics in E-mail interactions between Iranian Students and their Instructors. International Journal of Language Studies. 4(4), 373-391 *
Chen, W. C., & Eslami, Z. (2013). Focus on Form in Live Chats. Educational Technology & Society 16(1): 147-158 *
Chien, Chih-Feng, Davis, Trina, Slattery, Patrick, Keeney-Kennicutt, Wendy, & Hammer, Janet. (2013). Development of a virtual Second Life curriculum using currere method. Journal of Educational Technology and Society. 16(3)
Colvin, A. D. & Larke, P.J. (2013). Family members [48]19 views on seeking placement in the state-supported living centers in Texas. Journal of Mental Health Research in Intellectual Disabilities, 6 (3), 208-224 *
*Contreras-Vanegas, A. L., Lara-Alecio, R., Tong, F., Irby, B. J., & Pollard-Durodola, S. (2012). The inter-rater reliability of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). Applied Educational Research Journal, 25(3), 1-13 *
Dixon, L. Q., Wu, S., Burgess-Brigham, R., Joshi, R. M., Binks-Cantrell, E., & Washburn, E. (2014). Teaching English reading: What is included in the textbooks of pre-service teachers? In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production. (pp. 111-141). New York, NY: Palgrave Macmillan *
Doll, J. J., Eslami, Z. R. & Walters, L. (2013). Understanding Why Students Drop Out of High School, According to Their Own Reports: Are They Pushed or Pulled, or Do They Fall Out? A Comparative Analysis of Seven Nationally Representative Studies. Sage Open. 3, 1-15 *
Douglass, A., Smith, D. and Smith, L. (2013). An exploration of the characteristics of effective undergraduate peer mentoring relationships. Mentoring and Tutoring, 21 (2), 219-231 *
Eslami, Z. R. (2010). Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach of English for Academic Purposes (EAP) in Iran. English Language Teaching,3(1), 3-12
Eslami. Z. R. (2013) Ethical Issues I the Spread of English as a Global Language: Is the Spread of English a Cure or a Curse? In Co-Existing in a globalized World: Key Themes in Inter-Professional Ethics. Edited by Hassan Bashir, Phillip W. Gray, and Eyad Masad. PP. 135-147. Lexington Books
Eslami, Z. R. (2013). Review of Teaching and Learning Pragmatics: Where Language and Culture Meet by N. Ishihara and A. D. Cohen [48]19. Pragmatics and Society, 4(3), 388-393
Eslami, Z. R. & Liu, C. (2013). Learning Pragmatics through Computer-Mediated Communication in Taiwan. Iranian Journal of Society, Culture, & Language. 1 (1), 52-73 *
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*Eslami, Z. R.; Liu, C. N., Hsieh, Y. C., & Cifuentes, L. (2010). EFL students’ perceptions of learning pragmatics on-line through partnership: Taiwanese EFL students and graduate TESOL students. In M. Al-hamly &I. Fayed (Eds.). The Computers in English Language Teaching. TESOL Arabia Publications *
*Eslami, Z. R. & K. McLeod (2010). It’s 8 o’clock in the morning. Are you watching television? Instruction of the Implicit/Indirect Requestive Speech Act. In D. Tatsuki & N. Houck (Eds.). Pragmatics: Teaching Speech Acts (pp. 21-45). Alexandria, VA: TESOL *
Fox, B. & Larke, P.J. (2013). A critical analysis of performance by objectives across gender. National Forum of Multicultural Issues Journal. 10(2), 3-14 *
Gao, Z., Xiang, P., Chen, S. L., & McBride, R. E. (2013). The influence of student teaching on physical education student teachers [48]19 self-efficacy and outcome expectancy beliefs. Journal of Teaching, Research, Media in Kinesiology, 2, 1-15
Gao, Z., Xiang, P., Lee, A. M., & Kosma, M. (2011). Effect of learning activity on students’ motivation, physical activity participation and effort/persistence. International Council for Health, Physical Education, Recreation, Sport, and Dance Journal, 6 (1), 27-33
Gao, Z., Xiang, P., & Lochbaum, M. (2013). Relations of children’s hierarchical ability beliefs to their cardiovascular fitness, physical activity levels and persistence/effort. In J.E. Saunders, M. Holzweg, W. Ho & L. Housner (Eds.) Current issues in contemporary comparative physical education and sport (pp. 119-127). Berlin, Germany: Logos Verlag Berlin GmBH
Gao, Z., Xiang, P., Lochbaum, M., & Guan, J. (2013). The impact of achievement goals on cardiorespiratory fitness: Does self-efficacy make a difference? Research Quarterly for Exercise and Sport, 84,313-322
Gu, X. L., Solmon, M., Zhang, T., & Xiang, P. (2011). Group cohesion, achievement motivation, and motivational outcomes among female college students. Journal of Applied Sport Psychology, 23, 1-14
Guan, J., Xiang, P., McBride, R., & Keating, X.D. (2013). Achievement goals, social goals, and students’ reported persistence and effort in high school athletic settings. Journal of Sport Behavior, 36, 149-170
Hao, H., Rackley, R. Li, Y. (2012) Fostering Children’s Mathematical Thinking in a Reform-Oriented Kindergarten Classroom in Shanghai. Far East Journal of Mathematical Education, 8(1), 51-83
*Huang, R., & Li, Y. (2011). Overview of research on mathematics classroom instruction. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 7-21). Shanghai, China: Shanghai Educational Publishing *
*Huang, R., & Li, Y. (2011). Research on geometry instruction and case analysis. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 137-163). Shanghai, China: Shanghai Educational Publishing House *
*Huang, R., & Li, Y. (2011). Research on algebra instruction and case analysis. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 111-136). Shanghai, China: Shanghai Educational Publishing House *
*Huang, R., Li, Y., & He, X. (2010). What constitutes effective mathematics instruction: A comparison of Chinese expert and novice teachers views. Canadian Journal for Science, Mathematics, and Technology Education, 10, 293-306. doi: 10.1080/14926156.2010.524965 *
Huang, R., Li, Y., Zhang, J., & Li, X. (2011). Improving teachers expertise in mathematics instruction through exemplary lesson development. ZDM-The International Journal on Mathematics Education, 43, 805-817 *
Huang, R., Kulm, G., Li, Y., Smith, D., & Bao, J. (2011). Impact of video case studies on elementary mathematics teachers ways of evaluating lessons: An exploratory study. The Mathematics Educator, 13(1), 53-71 *
Huang, R., Peng, S., Wang, L., & Li, Y. (2010). Secondary mathematics teacher professional development in China. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Sharing and understanding mathematics education policies and practices. (pp. 129-152). Rotterdam, the Netherlands: Sense Publishers.
Huang, S. & Eslami, Z. R. (2013). Use of Dictionary and Contextual Guessing Strategies for Vocabulary Learning by Advanced English-Language Learners. English Language and Literature Studies, 3(3), 1-7 *
*Huang, S. Eslami, Z. R., & Hu R. S. The Relationship between Teacher and Peer Support and English-Language Learners’ Anxiety. English Language Teaching, 3(1), 32-40 *
Irby, B. J. (Winter, 2013). Women in STEM research: An interview with Dr. Janice Koch and Dr. Yael Wyner.(Invited interview). International Journal for Professional Educators. Delta Kappa Gamma Bulletin, 79(2), 47-51
Irby, B. J., & Lara-Alecio, R. (2010). Upon the schoolhouse steps: Immigration and education. In R. Lara-Alecio, B. J. Irby, T. Calvo Buezas, & T. Guerrero (Eds.), Immigration in the United States and Spain: Considerations for educational leaders. (55-64). Houston, TX: Rice University. QOOP Publishers.
Irby, B. J., Lara-Alecio, R., & Tong, F. (2013). Ten tips for working with infants and toddlers who are dual language learners. In Willis, C. (Ed). Learn every day building strong foundations for infants, toddlers, and twos (pp. 100-116). Lewisville, NC: Kaplan Early Learning
Irby, B. J., Tong, F., & Lara-Alecio, R. (2011). The symbiotic relationship between bilingual education and multicultural education. Multicultural Perspectives, 13(3), 130-137
Irby, B., Tong, F., Lara-Alecio, R., Mathes, P., Acosta, S., & Guerrero, C. (2010). Quality of instruction, language of instruction, and Spanish-speaking English Language Learners Performance on a State Reading Achievement Test. TABE Journal, 12(1), 1-42 *
Irby, B. J., & Lunenburg, F. C. (2013). Curriculum development and implementation: The Irby-Lunenburg model. International Journal of Education, 1(1), 1-7
Jenkins, C. Carter, N. (2013). Avoiding the pitfalls of anti-racist teaching: Lessons for White and Black educators. The National Journal of urban Education and Practice, 6(4) pp. 262-274 *
Johnson, D. & Larke, P.J.(2011). Three elements to educate teachers to work in diverse schools. National Forum of Multicultural Issues Journal. 8(2), 29-39
Jones, W., LaVergne, D., Elbert, C., Larke, A., & Larke, P. (2013, August). Utilizing 4-Has a catalyst to enhance quality of life for Hispanic individuals. Journal of Extension. 51(4) *
Kaiser, G. & Li, Y. (2011). Reflections and future prospects. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 343-353). New York: Springer
*Kidd, T. T., Davis, T. J., Larke, P., J. (in press). Experience, adoption, and information technology: Exploring the phenomenological experience of faculty involvement in online teaching. International Journal of E-Learning * (In Press)
Knight, S., Ikhlef, A., Parker, D., Joshi, R. M., Eslami, Z. R., Sadiq, H., Al-Ahraf, M.,Al Saai, A. (2011). Investigation of math and science teaching and learning in Qatari independent elementary schools. In C. Gitsakis (Ed). Teaching and Learning in the Arab World (pp. 249-274). New York: Peter Lang Publishers
Lara-Alecio, R., Irby, B. J., & Tong, F. (2013). The transitional bilingual pedagogical theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.) and S. Jackson (Section Ed.) The handbook of educational theories (pp.1129-1138). Charlotte, NC: Information Age Publishing
Lara-Alecio, R., Tong, F., Irby, B.J., *Guerrero, C., *Huerta, M, & *Fan, Y. (2012). An experimental study of science intervention among middle school English learners: Findings from first year implementation. Journal of Research in Science Teaching, 49(8), 987-1011 *
Lara-Alecio, R., Tong, F., Irby, J. B., & Mathes, P. (2009). Teachers’ pedagogical differences among bilingual and structured English immersion kindergarten classrooms in a randomized trial study. Bilingual Research Journal, 32(1), 77-100.
Larke, P.J. (2013). Culturally responsive teaching in higher education: What professors need to know. In S. Mayo & P. Larke (Eds.) Integrating multiculturalism into the curriculum: From the Liberal Arts to the Sciences (pp. 38-50). New York: Peter Lang
Larke, P.J. (2013). Program evaluation: The multicultural curriculum transformation and research institute. In S. Mayo & P. Larke (Eds.) Integrating multiculturalism into the curriculum: From the Liberal Arts to the Sciences (pp. 13-26). New York: Peter Lang
Larke, P.J. & Saint, N. (2011). Culturally responsive understanding in driver education and traffic safety education: A key role for multicultural education. National Forum of Multicultural Issues Journal. 8(2), 52-60
Larke, P.J., Larke, A., Jones, W. & Lea, J. (2011). Mentorship programs: Essentials for today’s urban African American youth. Journal of Education and Social Justice. 1(1),140-145 *
Larke, P.J., Webb-Hasan, G., Jimarez, T.& Li, Y. (In press). Cultivating Hispanic and African American females in reading, mathematics and science (CHARMS) for STEM at the elementary school level: One conference approach. Women in Leadership (In Press)
LeBlanc, J. & Larke, P.J. (2011). Culturally responsive teaching in science. National Forum of Multicultural Issues Journal. 8(2), 40-51
Leung, F. K. S. & Li, Y. (2010). Sharing and understanding mathematics education policies and practices in East Asia: An introduction. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Sharing and understanding mathematics education policies and practices. (pp. 1-8). Rotterdam, the Netherlands: Sense Publishers.
Li, Y. (2010). What teachers need to know more in mathematics than students: With a focus on conceptual knowledge for teaching fraction division. Mathematics Bulletin – a journal for educators, 49 (special issue), 39-43.
Li., Y. (2011). Elementary teachers thinking about a good mathematics lesson. International Journal of Science and Mathematics Education, 9, 949-973
Li, Y., & Even, R. (Eds.). (2011). Approaches and practices in developing teachers’ expertise in mathematics instruction. ZDM â€“ The International Journal on Mathematics Education, 43, 759-1024
*Li, Y. & Huang, R. (2011). Research on mathematics classroom instruction: Where we are now and what we want to know more. In R. Huang & Y. Li (Eds.) Research on mathematics classroom instruction. (pp. 187-203). Shanghai, China: Shanghai Educational Publishing House. *
*Li, Y., Huang, R., & Yang, Y. (2011). Characterizing expert teaching in school mathematics in China â€“ A prototype of expertise in teaching mathematics. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 167-195). New York: Springer *
Li, Y., Hughes, J. N., Kwok, O., & *Hsu, H. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher-student relationship support. Psychological Assessment, 24, 54-65 *
Li, Y., & Qi, C. (2011). Online study collaboration to improve teachers expertise in instructional design in mathematics. ZDM-The International Journal on Mathematics Education, 43, 833-845
Li, Y., Tang, C., & Gong, Z. (2011). Improving teacher expertise through master teacher work stations: a case study. ZDM-The International Journal on Mathematics Education, 43, 763-776
Liao, L., Larke, P. & Hill-Jackson, V. (2011). Chinese papermaking: A multicultural and environmental education strategy for Pre-K teachers. Journal of Praxis in Multicultural Education, 6(1), 61-78
Liew, J., Xiang, P., Johnson, A. Y.*, & Kwok, O. (2011). Effortful persistence and body mass as predictors of running achievement in children and youth: A longitudinal study. Journal of Physical Activity and Health, 8, 234-243 *
Lin, P., & Li, Y. (2011). Expertise of mathematics teaching valued in Taiwanese classrooms. In Y. Li & G. Kaiser (Eds.), Expertise in mathematics instruction: An international perspective. (pp. 263-291). New York: Springer
Lin, Y. F., Li, C. S., Irby, B. J., & Brown, G. (2013). Exploring Asian female pastors[48]19 intimate relationships: Using the story of Levite[48]19s concubine. Counseling and Values, 58(2) *
Liu, J. & Li, Y. (2010). Mathematics curriculum reform in the Chinese mainland: Changes and challenges. In F. K. S. Leung, & Y. Li, (Eds.), Reforms and issues in school mathematics in East Asia – Sharing and understanding mathematics education policies and practices. (pp. 9-31). Rotterdam, the Netherlands: Sense Publishers.
Lunenburg, F. C., & Irby, B. J. (2013). A step-by-step guide to publishing: Beginning the road to tenure. School Leadership Review, 8(2)
Lunenburg, F. C., & Irby, B. J. (2013). Development of administrative thought: A historical overview. International Journal of Organizational Theory, 1(1), 1-20
Lunenburg, F. C., & Irby, B. J. (2013). Strengthening the principal’s toolbox: Strategies to boost learning. International Journal of Organizational Behavior in Education, 1(1)
Ma, Y., Zhao, D., & Li, Y. (2010). Mathematics curriculum reform in nine-year compulsory education in the Chinese Mainland: Progress and issues. Mathematics Bulletin — a journal for educators, 49(special issue), 53-63. *
McBride, R. E., & Xiang, P. (2013). Self-regulated learning and perceived health among students participating in university physical activity classes. Journal of Teaching in Physical Education, 32, 220-236
Misra, R., McBride, R. , Xiang, P., Lambert, L., Sen, C., & Kahar, P. (2012). Learning preference and motivation to learn by age and gender in patients with chronic wound. Journal of Community Medicine & Health Education, 2:127
Natesan, P., Webb-Hasan, G. C., Carter, N. P., & Roberts-Walter, P. (2011). Validity of the cultural awareness and beliefs inventory of urban teachers: A parallel mixed methods study. The International Journal of Multiple Research Approaches, 5(2), 1-17
Nemtchinova, K; Mahboob, A.; Eslami, Z. R. & Dogancay-Aktuna, S. (2010). Training Nonnative English Speaking TESOL Professionals. In A. Mahboob (Ed.), The NNEST Lens: Nonnative English Speakers in TESOL (pp. 209-224). Cambridge Scholars Publishing: Cambridge
Norouzian & Eslami, Z. R. (2013). Does Synchronous Computer-Mediated Communication improve EFL learners[48]19 oral proficiency? Investigating the benefits of S-CMC in classroom interaction. Modern English Teacher. 22(3), p. 40-42
Quiros, A., Lara-Alecio, R., Tong, F., & Irby, B. J. (2011). The effect of a structured story reading intervention, story retell and higher order thinking for English language and literacy acquisition (STELLA). Journal of Research in Reading
Ruethinger, G. & Larke, P.J.(2012). Examining the lives of five Mexican American female educators with more than 25 yeas of experiences in South Texas Border Schools. National Forum of Multicultural Issues Journal. 9(2). 3-27 *
Sokolowski A., & Rackley, R. (2012) Engaging Math Students in Scientific Discovery- Reflections of an Experiment. In B. Boufoy-Bastick (ed.) The International Handbook of Cultures of Teacher Education: Comparative International Issues in Curriculum and Pedagogy. Strasburg, France: Analytics
Tong, F., Irby, B. J., Lara-Alecio, R., Yoon, M., & Mathes, G. P. (2010). Hispanic English learners’ response to a longitudinal English instructional intervention and the effect of gender: A multilevel analysis. The Elementary School Journal, 110(4), 542-566
Tong, F., Lara-Alecio, R., Irby, B. J., & Mathes, G. P. (2011). The effects of an instructional intervention on dual language development among first grade Hispanic English learning boys and girls: A two-year longitudinal study. Journal of Educational Research, 104, 87-99
*Tzou, Y., Eslami, Z. R., Chen, H., & Vaid, J. (2012). Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: evidence from Mandarinâ€“English speakers. International Journal of Bilingualism. 16(2), 213- 227 *
Vera, D., Hill, D. & Carter, N.P. (2010). Developing literacy in children: A pre-kindergarten Intervention in an urban school. Educational Concepts 1(2), pp.237-261.
Webb-Hasan, G. C., & Larke, P. J. (2012). We are looking for real, righteous educators: Turning the ships around. The Journal of the Texas Alliance of Black School Educators, 2(1), 1-2. Published in a high-impact practitioner journal OR an invited journal article
Webb-Hasan, G. & Larke, P.J. (2012). We are looking for real, righteous educators: Turning the ships around- Editors’ Note. The Journal of the Texas Alliance of Black School Educators. 4(1),1-4
Xiang, P., Chen, S. H., & Gao, Z. (2013). Instructional choices and student engagement in physical education. Asian Journal of Exercise & Sports Science, 10 (1), 90-97
Xiang, P., Gao, Z., & McBride, R. (2011). Student teachers’ use of instructional choice in physical education. Research Quarterly for Exercise and Sport, 82, 482-900
Xiang, P., Liu, Y. L., McBride, R., & Bruene, A. (2011). Longitudinal goal patterns and their effects on students’ motivation in running programs. Journal of Experimental Education,79, 295-317
Zhang, X. & Li, Y. (2010). The development of Chinese student computation skills in the context of school mathematics reform. Mathematics Bulletin — a journal for educators, 49(special issue), 115-123
Zhang, T., Solmon, M. A., Xiang, P., Gu, X., & Chen, Q. (2013). Relationships among self-determined motivation, achievement outcomes and related social and individual factors in middle school physical education. The Global Journal of Health and Physical Education Pedagogy, 2, 250-261
Zhao, D., Ma, Y., Li, Y., & Xie, S. (2010). Prospective elementary mathematics teachers’ knowledge in mathematics and pedagogy for teaching: With a focus on fraction division. Journal of Mathematics Education, 19(4), 44-48