» Research Articles by TPI Affiliates

Peer-reviewed journal articles and reports by the Thompson Policy Institute's Staff and Faculty Affiliates can be found below:

 

Meghan Cosier HeadshotDr. Meghan Cosier

Meghan Cosier, PhD, has collaborated with schools and school districts across the country to promote and improve special education service delivery models that allow ALL students to learn and play together. Her work focuses on systematic development and implementation of inclusive supports and services, and the role of leadership teams in sustainable school reform. In addition, she is extensively involved in teacher development and training for quality inclusive schooling.

Sandoval-Gomez, A., Cosier, M., & Cardinal, D. N. (2020). Inclusion and the right to access to regular classes for students with disabilities. International Electronic Journal of Elementary Education, 12(3), 249-255.

Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255.

Griffiths, A.J. Cosier, M., & Morgan, S. (2019). Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning. Research Brief: Thompson Policy Institute Disability Summit Fourth Annual Report. Orange, CA: Chapman University, Attallah College of Educational Studies.

Cosier, M., White, J. M., & Wang, Q. (2018). Examining the variability in general education placements for students with intellectual disability. International Journal of Whole Schooling, 14(2), 16-52.

 

Audri Sandoval Gomez HeadshotDr. Audri Sandoval Gomez

Audri M. Gomez, PhD, is the Associate Director at the Thompson Policy Institute and a lecturer in the Attallah College of Educational Studies. Dr. Gomez obtained her Ph.D. in Education with an emphasis in Disability Studies at Chapman University. Previous to her current assignment, Dr. Gomez was a special education teacher for 8 years before becoming a Special Education Coordinator. She has presented at numerous annual conferences including AERA, TASH, Cal-Tash, CCTE, RECE, and NAEYC where her presentations have focused on her research interests that have included inclusive practices, social model of disability, teacher preparation, and school culture. Most recently, she co-authored book chapter in a Peter Lang series titled Enacting change from within: Disability Studies meets teaching and teacher education as well as a study in Disability Studies Quarterly titled “The impact of disability studies curriculum on education professionals’ perspectives and practice: Implications for education, social justice, and social change.”

Sandoval-Gomez, A., Cosier, M., &Cardinal, D. N. (2020). Inclusion and the right to access to regular classes for students with disabilities. International Electronic Journal of Elementary Education, 12(3), 249-255

Cosier, M., Sandoval-Gomez, A., Cardinal, D. N., & Brophy, S. (2020). Placement of students with extensive support needs in California school districts: The state of inclusion and exclusion. International Electronic Journal of Elementary Education, 12(3), 249-255.

McKee, A., & Gomez, A. S. (2020). Increasing inclusive education through a learning center model: A California approach. Journal of Education and Development, 4(1).

 

Angel Miles Nash Headshot

Dr. Angel Miles Nash

Angel Miles Nash, PhD, is an Assistant Professor at Chapman University. She studies the emboldening of Black girls and women in the K-20 STEM educational pipeline and the experiences and mentoring of Black women in higher education. 

Miles Nash, A., & Peters-Hawkins, A. L. (2020). For Us: Towards a Conceptualization of Intersectional Leadership by Black Women for Black Girls. Journal of Educational Administration & History

Griffiths, A. J., Nash, A. M., Maupin, Z., & Mathur, S. K. (2020). Her voice: Engaging and preparing girls with disabilities for science, technology, engineering, and math careers. International Electronic Journal of Elementary Education, 12(3), 293-301.

Amoako Kayser, A., Miles Nash, A., & Kayser, B. G. (2020) Change-makers: A Grassroots Approach to Culturally Responsive Leadership and Teaching. Journal of Education Human Resources

 

Trisha Sugita HeadshotDr. Trisha Sugita

Trisha Sugita, PhD, is the coordinator of Special Education programs and Assistant Professor in the Attallah College of Educational Studies at Chapman University. She has served as a Mild/Moderate Education Specialist and a Special Education Teacher on Special Assignment (TOSA). Her role as a TOSA included developing programs and curriculum to support the special education department, handling parent concerns regarding special education policies and procedures, professional development in the areas of co-teaching, universal design for learning, and strategies to support culturally diverse students. Dr. Sugita's research interests include inclusive schooling, minorities and special education, family/school partnerships, and transition planning.

Yeh, C., Sugita, T., & Tan, P. (in press). Reimagining Inclusive Spaces for Mathematics Learning. Mathematics Teacher: Learning and Teaching Pk-12.

Lambert, R., Sugita, T., Yeh, C., Hunt, J. & Brophy, S. (2020). Documenting increased participation of a student with autism in the Standards for Mathematical Practice. Journal of Educational Psychology, 11(3), 494-513. 

Van Boxtel, J., & Sugita, T. (2019). Exploring the implementation of lesson-level UDL principles through an observation protocol. International Journal for Inclusive Education. doi: 10.1080/13603116.2019.1655596

Lambert, R., & Sugita, T. (2016) Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 348-366.

Sugita, T. (2016). Current trends in psychological and educational approaches for training and teaching children with Autism. International Electronic Journal of Elementary Education. 9(2), 307-316.

 

Amy-Jane Griffiths Headshot

 Dr. Amy-Jane Griffiths

Amy-Jane Griffiths, PhD, NCSP, is a licensed clinical psychologist (PSY 24536) and a Nationally Certified School Psychologist. She obtained her doctorate in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara. Dr. Griffiths is an Assistant Professor in the Attallah College of Educational Studies and a research affiliate at the Thompson Policy Institute. Prior to her work at Chapman University, Dr. Griffiths served as a director for an intervention program designed to support teens and young adults with disabilities as they transition into adulthood. Scholarly and research interests include: student engagement, psychological well-being and mental health, targeted interventions for students with behavioral concerns, program evaluation, and supporting positive transition outcomes for youth with disabilities.

Cardinal, DN, Griffiths, AJ, Maupin, ZD, & Fraumeni‐McBride, J. (2020). An investigation of increased rates of autism in U.S. public schools. Psychology in the Schools.

Griffiths, A.J.; Hanson, A.H.; Giannantonio, C.M.; Mathur, S.K.; Hyde, K.; Linstead, E. Developing Employment Environments Where Individuals with ASD Thrive: Using Machine Learning to Explore Employer Policies and Practices. Brain Sci. 2020, 10, 632.

Griffiths, A. J., Nash, A. M., Maupin, Z., & Mathur, S. K. (2020). Her voice: Engaging and preparing girls with disabilities for science, technology, engineering, and math careers. International Electronic Journal of Elementary Education, 12(3), 293-301.

Griffiths, A.J. Cosier, M., & Morgan, S. (2019). Research-to-Practice Brief: Using Labor Market Projections for Successful Transition Planning. Research Brief: Thompson Policy Institute Disability Summit Fourth Annual Report. Orange, CA: Chapman University, Attallah College of Educational Studies.

Griffiths, A.-J., Izumi, J. T., Alsip, J., Furlong, M. J., & Morrison, G. M. (2019). Schoolwide positive behavioral interventions and supports in an alternative education setting: Examining the risk and protective factors of responders and non-responders. Preventing School Failure: Alternative Education for Children and Youth, 63(2), 149–161. doi: 10.1080/1045988X.2018.1534224

Griffiths, A.J., Giannantonio, C.M., Hurley-Hanson, A.E., & Cardinal, D. (2016). Autism in the Workplace: Assessing the transition needs of young adults with Autism Spectrum Disorder. Journal of Business and Management.

Griffiths, A. J. (2014). Six tips for an autism transition plan that works. Children’s Hospital of Orange County Blog. Retrieved from https://blog.chocchildrens.org/six-tips-creating-autism-transition-plan-works/

Cathery Yeh HeadshotDr. Cathery Yeh

Huinker, D., Marshall, AM., Rigelman, N., & Yeh, C. (2020). Catalyzing Change in Early Childhood and Elementary Schools.Reston, VA: NCTM.

Yeh, C.,Ellis, M., Mahmood, D.* (2020).From the Margin to the Center: A Framework for Rehumanizing Mathematics Education for Students with Dis/abilitiesJournal of Mathematical Behavior.

 Lambert, R., Sugita, T., Yeh, C., Hunt, J. & Brophy, S. (2020). “Changes in thinking”: Documenting increased participation of a student with autism in the Standards for Mathematical PracticeJournal of Educational Psychology

Yeh, C.& Wong, A.* (2019).  Co-Construction of competence: An activity system perspective for leveraging and strengthening students’ language and mathematics competences. Teaching for Excellence and Equity in Mathematics. 10(1). 17-25.

Yeh, C.,& Otis, B.* (2019) Mathematics for whom: Reframing and humanizing mathematics. Occasional Paper Series 41 Bank Street College of 

Yeh, C.,Ellis, M. W., Hurtado, C. (2017). Reimagining the mathematics classroom: Creating and sustaining classroom environments for productive learning.Reston, VA: NCTM