Faculty Profiles

Grünke, M., Gürcay, I., Bracht, J., Jochims, A., Schulden, M., Barwasser, A., & Duchaine, E. L. (2024). Enhancing Grapheme-Phoneme Correspondence Learning: A Single-Case Study Using Picture Mnemonics. International Electronic Journal of Elementary Education, 16(2).

Grünke, M., Müllerke, N., Karnes, J., Duchaine, E. L., & Barwasser, A. (2023). Effects of Musical Mnemonics on the Division Skills of Students with Math Difficulties. International Journal of Special Education, 38(2).

Duchaine, E. L., Reynosa, R. J., & Garza, R. (2021). Secondary Mathematics and Science Teachers Prepared for Inclusion. Insights into Learning Disabilities: From Prevailing Theories to Validated Practices, 19(2), 103–126.

Duchaine, E. L. (2020). How to Plan for Success in Co-teaching Environments. In Mastering the Art of Co-teaching.

Duchaine, E. L. (2019). Advancing the Social Standing of Students from Educationally At-risk Populations:  Students who Learn, Look, Speak, Behave, or Believe Differently. In Acceptance, Understanding, and the Moral Imperative of Promoting Social Justice Education in the Schoolhouse. Wilmington, Delaware: Vernon Press. Retrieved from www.vernonpress.com

Müllerke, N., Duchaine, E. L., Grünke, M., & Karnes, J. (2019). The Effects of a Response Card Intervention on the Active Participation in Math Lessons of Five Seventh Graders With Learning Disabilities. Insights Into Learning Disabilities, 16(2), 107–120.

Garza, R., Reynosa, R., Werner, P. H., Duchaine, E. L., & Harter, R. A. (2019). Developing a Mentoring Framework Through the Examination of Mentoring Paradigms in a Teacher Residency Program. Australian Journal of Teacher Education, 44, 1–22.

Fain, A. C., & Duchaine, E. L. (2018). Classroom Management: Strategies for All Teachers. In From Head to Heart:  High Quality Teaching Practices in the Spotlight. Wilmington, Delaware, USA: Vernon Press.

Duchaine, E. L., & Fain, A. C. (2018). The Inclusive Classroom: Engaging All Students. In Stars in the Schoohouse: Teaching Practices and Approaches that Make a Difference (pp. 31–52). Wilmington, DE, USA: Vernon Press. Retrieved from www.vernonpress.com

Duchaine, E. L. (2018). Personal Dependability:  On the Way to Adulthood. In The Turbulent Times: Confronting Challenges in Emerging Adulthood. Madison, WI: Atwood Publishing.

Duchaine, E. L., Jolivette, K., Fredrick, L. D., & Alberto, P. (2018). Response Cards: Increase Engagement and Achievement in High School Inclusion Science and Mathematics Classes. Learning Disabilities: A Contemporary Journal, 16(2), 157–176.

Garza, R., Reynosa, R., Werner, P. H., Duchaine, E. L., & Harter, R. A. (2018). Characterizing Mentoring Capital in a Residency Program Through Mentors’ Voices. Mentoring and Tutoring Journal: Partnership in Education, 26(2), 226–244.

Duchaine, E. L., v, K., Laura, F. D., & Alberto, P. A. (2018). Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes. Learning Disabilities: A Contemporary Journal, 16(2), 57–176.

Duchaine, E. L., & Hatton, H. (2018). Using Instruction to Improve Challenging Behavior and Academic Success. Learning Disabilities: A Contemporary Journal. Learning Disabilities Worldwide.

Garza, R., Reynosa, R., Werner, P., Duchaine, E. L., & Harter, R. (2018). Characterizing mentoring capital in a residency program through mentor’s voices. Mentoring and Tutoring: Partnership in Learning, 26(2), 226–244. https://doi.org/10.1080/13611267.2018.1472590

Jolivette, K., Swoszowski, N. C., McDaniel, S. C., & Duchaine, E. L. (2017). Using positive behavioral interventions and supports to assist in the transition of youth from juvenile justice facilities back to their neighborhood school: An illustrative example. The Journal of Correctional Education, 67(2), 9–24.

Garza, R., Duchaine, E. L., & Reynosa, R. J. (2014). A year in the mentor’s classroom: Perceptions of secondary preservice teachers in high-need schools. International Journal of Mentoring and Coaching in Education, 3(3), 219–236.

Scheuermann, B., Duchaine, E. L., Bruntmyer, D. T., Wang, E., Nelson, C. M., & Lopez, A. (2013). An exploratory survey of the perceived value of coaching activities to support PBIS implementation in secure juvenile education settings. Education and Treatment of Children, 36(3), 137–160.

Garza, R., Duchaine, E. L., & Reynosa, R. (2013). Preparing secondary STEM teachers for high-need schools: Challenges on an urban residency program. Teacher Education & Practice, 26(4), 721–738.

McDaniel, S., Heil, K. M., Houchins, D. E., & Duchaine, E. L. (2011). A guide to implementing response to intervention in long-term residential juvenile justice schools. Journal of Correctional Education, 62(1), 51–57.

Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms. Education and Treatment of Children, 34(2), 209–227. https://doi.org/10.1353/etc.2011.0009

Duchaine, E. L., Green, K. B., & Jolivette, K. (2011). Using response cards as a class wide intervention to decrease challenging behavior. Beyond Behavior, 20, 2–10.

De Fazio, C. M., Fain, A. C., & Duchaine, E. L. (2011). Using treatment integrity in the classroom to bring research and practice together. Beyond Behavior, 20, 45–49. https://doi.org/https://www-jstor-org.libproxy.txstate.edu/stable/24011796

Duchaine, E. L. (2011). Effect of response cards on academic outcomes. Educational Psychology and Special Education Dissertations.

McDaniel, S. C., Duchaine, E. L., & Jolivette, K. (2010). Adolescent struggling readers with emotional and behavioral disorders and their teachers: Perceptions of corrective reading. Education and Treatment of Children, 33(1).