College of Education Faculty Publications

Brayko, K., Reid, S.F., & Decker, A. (2022). ‘It’s really good medicine, Séliš (Salish)’: partnering to prioritize language and ally ship in Indigenous education policy implementation. International Journal of Inclusive Education, DOI: 10.1080/13603116.2022.2127497

Reid, Stephanie. F., & Moses, Lindsey. (2022). One Fourth-Grader’s Orchestration of Modes Through Comic Composition. Written Communication (first available online). doi:10.1177/07410883221107934

Kachorsky, Danielle., & Reid, Stephanie F. (2022). Teaching with comics for the first time: Traditional literacy and non-traditional texts in content area classrooms. Study and Scrutiny, 5(2), 64-94. 

Serafini, Frank., & Reid, Stephanie F. (2022). Analyzing picturebooks: Semiotic, literary, and artistic frameworks. Visual Communication. First available online.

Reid, Stephanie F., Close, Kevin., & Scholes, Justin. (2021). Planned design and curricular mess in a seventh-grade English classroom. Voices from the Middle, 29(2), 23-27.

Oviatt, Rae. L., & Reid, Stephanie. F. (2021). Bounding Our Liberation Together: Toward pedagogies of coalitional liberation. Michigan Reading Journal, 54(1), 18-27. 

Reid, Stephanie F., Kachorsky, Danielle., & Chapman, Kathryn. (2022). Research vignette two: A multimodal content analysis of TIME Magazine’s education covers. In F. Serafini (Ed.). Beyond the Visual: An Introduction to Researching Multimodal Phenomena. Teachers College Press.  

Reid, Stephanie F. (2021). Exploring what counts as text: The possibilities of picturebooks and graphica with early adolescents. In J. DeHart, C. K. Meyer, & K. Walker (Eds.). Connecting Theory and Practice in Middle School Literacy: Critical Conversations. Routledge.

Reid, Stephanie F., Bauman, Lela. H., Rodriguez, Bobbi., & Sorg, Megan. (2022). Thinking with Images and  Words: Multimodal Possibilities for Reader Response Journals. Montana English Journal, 43(1). 

Liqin Tang, John Matt, and Patty Kero (2021). Intercultural Competence and Study Abroad  Programs---A Mixed Method Study.  Journal of Education and Training Studies (Vol. 9, No. 8; October, 2021).

Sun, J., Anderson, R. C., Morris, J. A., Lin, T.-J., Miller, B. W., Ma, S., & Scott, T. (2022). Children’s Engagement during Collaborative Learning and Direct Instruction through the Lens of Participant Structure. Contemporary Educational Psychology.

Sommers-Flanagan, J., Murray, K.W., & Yoshimura, C. (2021). Filial play therapy and other strategies for working with parents (2nd ed.). In D. Capuzzi and M. Stauffer (Eds.), Foundations of couples, marriage, and family counseling (pp. 292-310). Hoboken, NJ: Wiley.

Sommers-Flanagan, J. (2022). Foreword. In J. Sperry and J. Sperry, The 15-minute case conceptualization: Mastering the pattern-focused approach (pp. vii - x). Oxford University Press.

Sommers-Flanagan, J. (2021). Suicide assessment and treatment via telehealth. [Video]. Thirty-minute training video for mental health professionals (produced by V. Yalom). Mill Valley, CA:

Kevin Deitle & Daniel Lee. (2021). School Leadership and the Experience of Education Under Oppression. International Journal of Education Policy & Leadership 17(12). doi:10.22230/ijepl.2021v17n1a1143

Sieglin, S., Lee, D., & Stone, C. (2021). The Influence of Extension Professional’s Job Satisfaction and the Quality of Relationship with Department Heads on Field Faculty Career Commitment to Montana State University Extension. Advancements in Agricultural Development, 2(3).

Reid, Stephanie F., Kessner, Taylor M., Harris, Lauren McArthur, Benkert, Volker, & Bruner, Jason. (2021), "Comparative Genocide Pedagogy and Survivor Testimony: Lessons from a Unit on the Holocaust and the Rwandan Genocide", The History Teacher, 54(2), 297-335.

Reid, Stephanie F. & Moses, Lindsey. (2021), "Rewriting deficit storylines: the positioning of one fourth-grader as comics expert", English Teaching: Practice & Critique, Vol. ahead-of-print. 

Moses, Lindsey, & Reid, Stephanie F. (2021).  Supporting Literacy and Positive Identity Negotiations with Multimodal Comic Composing. Language and Literacy, 23(1), 1–24.

Girard, Brian, Harris, Lauren M., Mayger, Lynda, Kessner, Taylor, & Reid, Stephanie F. (2020). There's no way we can teach all of this": Factors that influence secondary history teachers' Content Choices. Theory and Research in Social Education (first available online). doi: 10.1080/00933104.2020.1855280

Kachorsky, Dani, Reid, Stephanie F., & Chapman, Kathryn (2020). Representations of education on the cover of Time Magazine: A multimodal content analysis. AERA Open, 6(3), 1-19. doi: 10.1177/2332858420961110  

Kachorsky, Dani, & Reid, Stephanie F. (2020). Examining the covers of young adult novels and their graphic novel counterparts: A multimodal content analysis. Literacy Research: Theory, Method, and Practice. doi: 10.1177/2381336920937303

Kero, Patty & Lee, Daniel. (2016). Likert is Pronounced “LICK-urt” not “LIE-kurt” and the Data are Ordinal not Interval. Journal of Applied Measurement, 17(4).

Kero, Patty & Lee, Daniel. (2015). Slider scales and web-based surveys: A cautionary note. Journal of Research Practice, 11(1), Article V1.

Peters, P., Gubbins, E. J., Hamilton, R., McCoach, D. B., Siegle, D., & Puryear J. S. (2021). Identifying underrepresented gifted students: A developmental process. In S.R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (pp. 465-485). Springer International Handbooks of Education.

Puryear, J. S., & Lamb, K. (2020). Defining creativity: How far have we come since Plucker, Beghetto, & Dow?. Creativity Research Journal, 32(3), 206-214. doi:10.1080/10400419.2020.1821552

Puryear, J. S. (2020). Big Five personality and creativity. In M. A. Runco & S. Pritzker (Eds.), Encyclopedia of Creativity (3rd ed.) (pp. 316-321). Elsevier.

Gubbins, E. J., Siegle, D., Peters, P. M., Carpenter, A. Y., Hamilton, R., McCoach, D. B., Puryear, J. S., Langley, S. D., & Long, D. (2020). Promising practices for improving identification of English learners for gifted and talented programs. Journal for the Education of the Gifted, 43(4), 336-369. doi:10.1177/0162353220955241

Puryear, J. S. (2020). Gifted rural students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (2nd ed.) (pp. 387-398). Prufrock Press.

Sommers-Flanagan, John., & Sommers-Flanagan, Rita. (2021). Suicide assessment and treatment planning: A strengths-based approach. Alexandria, VA: American Counseling Association.

Sommers-Flanagan, J. (2021, July/August). The myth of infallibility: A therapist comes to terms with a client suicide. Psychotherapy Networker.

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2021, July). Taking a strengths-based approach to suicide assessment and treatment. Counseling Today, 64, 40-44.

Murray, Kirsten (2019). Strong Couples: Basic Skills that Elicit Connection and Transform Relationships. New York: Routledge.

Downey, Jane; Eliott, Anna; Koltz, Rebecca; Murray, Kirsten (2020). Rural School-Based Mental Health: Models of Prevention, Intervention. In A. P. Azano, K. Eppley, & C. Biddle (Eds.) The Bloomsbury Handbook of Rural Education in the USA. Bloomsbury Academic.

Johnson, V. I., Parrow, K. K., & Polanchek, S. A. (Eds.). (2022). Intimate relationships: Skills and strategies that lead to success. Cognella.

Meshesha, H. S. & Johnson, V. I. (2021).  A systematic review of culturally responsive approaches to child and adolescent mental health care in Ethiopia. Frontiers in Sociology, 5(583864). doi: 10.3389/fsoc.2020.583864

Mumbauer-Pisano, Jayna., Kelchner, V. P. & Lambie, G. W. (in press). An exploratory factor analysis of the Counseling Session Experience Scale for Children. Journal of Child and Adolescent Counseling.

Kim, N., Oh, S., & Mumbauer, Jayna. (2019). v 22(2). 179-192. Supporting international students: Enhancing college counselors' multicultural counseling competence. Journal of College Counseling, 22(2). 179-192.

Mumbauer, Jayna. & Kelchner, V. P. (2017). Promoting mental health literacy through bibliotherapy in school-based settings. Professional School Counseling, 21(1). 85-91.