Romano, L.E. (2023). Assessment for Equity: Exploring How Secondary Educators Utilize Classroom Management and Assessment Practices to Sustain Student Identities. Assessment for Effective Intervention.
Romano, L.E., Trainor, A. A., & Newman, L. (2023). Triad transition planning for students receiving special education and English Learner services, families, and teachers. Career Development and Transition for Exceptional Individuals.
Romano, L.E & Bostic, Q.R.. (2023). Transformative learning for racial justice: Enacting radical change through professional development. Professional Development in Education.
Trainor, A. A., & Romano, L.E. (2023). Intersectional research as a methodology for shaping transition research in support of equitable postschool outcomes. Career Development and Transition for Exceptional Individuals.
Trainor, A. A., Romano, L.E., Sarkissian, G., & Newman, L. (2023). The pandemic as a tipping point: The precarity of transition for students who receive special education and English language services . Journal of Vocational Rehabilitation.
Newman, L., Trainor, A. A., & Romano, L.E. (2023). Factors related to accessing postsecondary school supports by English learners with disabilities. Career Development & Transition for Exceptional Individuals.
Romano, L.E., Chang, D.F. (2022). Right mindfulness in teacher education: Integrating Buddhist teachings with secular mindfulness to promote racial equity. Education Sciences.
Trainor, A. A., Romano, L.E., Chen, Y., & Newman, L. (2022). Secondary students receiving special education and English learner services: Identity informed transitions. Multiple Voices.
Trainor, A. A., Newman, L., & Romano, L.E. (2022). Contextualizing school engagement during transition for students receiving special education and English learner services. Journal of Special Education.
Theodore, S., Romano, L.E., Young, F., Moise, D., & Wilder, T. (accepted with minor revisions). Towards a Culturally Responsive-Sustaining Approach to Social Emotional Learning for Students with or At-risk for Emotional and Behavioral Disorders. Excelsior.
Journal Articles Revise and Resubmit
Romano, L.E., Trainor, A. A., Sarkissian, G. & Newman, L. (revise and resubmit). Integrating Community Cultural Wealth into Postsecondary Transition for Students with Disabilities Receiving English Learner Services. Remedial and Special Education.
Romano, L.E. (revise and resubmit). Mindful of Equity: A Critical Review of Mindfulness Interventions in Urban Schools. Urban Review,.
Romano, L.E. (revise and resubmit). The First Line of Defense: Exploring Educator Attitudes and Perspectives on Discipline Disparities at the Intersection of Race and Disability Status. Race Ethnicity and Education.
Romano, L.E. (revise and resubmit). Addressing Educator Bias through Mindfulness: A Dual Process Theory Perspective on Attenuating Educational Inequities. Behavioral Disorders.
Romano, L.E. (revise and resubmit). Mindfulness and the Reduction of Punitive Discipline for Black Male Students. School Psychology.
Bostic, Q.R. & Romano, L.E. (revise and resubmit). The House of Liberation: A Liberating and Racial Literacies Professional Development (PD) Series. National Council of Teachers of English, 1-16.
Le, B., Black, K., Romano, L.E., Miciak, J., Carlson, C., Francis, D., & Kieffer, M. (revise and resubmit). Ever English Learner 4-Year Graduation: An Intersectional Approach. Educational Researcher.
Journal Articles Under Review
Romano, L.E., Trainor, A. A., & Newman, L. (under review). Culturally Sustaining Postsecondary Transition: Secondary Teachers' Support for Students Receiving Special Education and English Language Services. Teacher Education and Special Education.
Journal Articles In Preparation
Romano, L.E. (in preparation). The Inner Work of Equity: Exploring the Role of Mindfulness in Reducing Punitive Discipline at the Intersection of Race and Disability Status.
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