Respecting children and teachers
As Smith is primarily an undergraduate institution, I include members of my lab team in co-authoring papers. Student authors are identified with a *.
Audley, S.R. & *Ginsburg, J. (2018, accepted). Caring as an authoritative act: Re-thinking respect in student-teacher relationships. In K. Daniels & K. Billingsley (Eds.) Creating Caring and Supportive Educational Environments for Meaningful Learning. Hershey, PA: IGI Global.
*Singer A., & Audley, S. R. (in press). Some teachers just simply care:” Respect in urban student-teacher relationships. #CritEdPol: Journal of Critical Educational Policy Studies.
Audley-Piotrowski, S. R. (2016). The auspices of social justice. In J. Landsman, R. Salcedo, & P. Gorski (Eds.), Talking back and looking forward: An educational revolution in poetry and prose (p. 39-44). Lanham, Maryland: Roman and Littlefield Publishing Group.
Audley-Piotrowski, S. R., *Singer, A., & *Patterson, M. (2015). The Role of the Teacher in Children’s Peer Relations: Making the Invisible Hand Intentional. Translational Issues in Psychology, 1(2), 192-200. http://dx.doi.org/10.1037/tps0000038
Jones, M. H., Audley-Piotrowski, S. R., & Kiefer, S. (2012). Relationships among adolescents’ perceptions of friends’ behaviors, academic self-concept, and math performance. Journal of Educational Psychology, 104(1), 19-31.
Kuryluk, A., Cohen, R., & Audley-Piotrowski, S. (2011). The role of respect in the relation between aggression and popularity. Social Development, 20(4), 703-717.
Audley-Piotrowski, S., Hsueh, Y., & Cohen, R. (2008). Respect: A developmental perspective. Academic Exchange Quarterly, 12(3), 207-211.
Developing Environmental Resiliency Through Narratives
Audley, S.R. & Stein, N. (2018, in revision). An Environmental Resiliency Framework to Support Ecocultural Identities: Building Resiliency through Children’s Personal and Cultural Narratives. In T. Milstein & J. Castro-Sotomayor (Eds.), Handbook of ecocultural identity. Routledge.
Audley, S. R., & Stein, N. (2017). Creating an environmental resiliency framework: Changing children’s personal and cultural narratives to build environmental resiliency. Journal of Environmental Studies and Sciences, 7(2), 205-215.
As a teacher-educator, my research also includes reflective pedagogy on the teaching-learning process and creating materials (case-studies, book chapters) for students and others in academia to use as references.
Zamboanga, B., Ham, L. S., Tomaso, C. C., Audley, S. R., Pole. N. (2016). “Try walking in our shoes:” Teaching acculturation and relevant cultural adjustment processes through role play. Teaching of Psychology, 43(3), 243-249. doi: 10.1177/0098628316649484
Audley-Piotrowski, S. R. (2014). Moral development. In D. Winsor & S. Magun-Jackson (Eds.), Lifespan development: An educational psychology perspective. Pearson.
Audley-Piotrowski, S. R. (2014). Moderated mediation in structural equation modeling: the role of friendships and self-concept in math performance. In P. Brindle (Ed.), Method in action case studies. Sage Publications.
Audley-Piotrowski, S. (2013). Social promotion and grade retention, In J. Ainsworth (Ed.), Sociology of education: An a-to-z guide. (Vol. 2, pp, 712-714). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452276151.n374
Audley-Piotrowski, S. (2013). Denmark. In J. Ainsworth (Ed.), Sociology of education: An a-to-z guide. (Vol. 1, pp. 182-184). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781452276151.n105
Audley-Piotrowski, S. R., *Kumar, N., Hsueh, Y., & Sumner, M. (2011). Technology: Changing the research base on young children. In S. Blake, D. Winsor, & L. Allen (Eds.), Technology and young children: Bridging the communication-generation gap. Hershey, PA: IGI Global.
Methodological Expertise and Collaborations
I have a wide base of statistical knowledge including quantitative expertise in CFA, SEM, ESEM, HLM, mediation, moderation, and qualitative analysis including thematic analysis and narrative analysis.
Mule, L., Audley, S.R., & Aloisio, K. (2018, in revision) Faculty-led study abroad and global citizenship identification: Insights from a global engagement program.
Audley, S. R., *Grenier, K., Martin, J. L., & Ramos, J. (2018) Why Me? A qualitative study of drinking gamers’ reasons for targeting other players to drink. Emerging Adulthood, 6(2), 79-90.
Zamboanga, B. L., Audley, S. R., Olthuis, J. V., *Tomaso, C. C., Blumenthal, H., & Borsari, B. (2017, April 16). Validation of a seven-factor structure for the motives for playing drinking games measure. Assessment. Advanced on-line publication. doi: 10.1177/1073191117701191
Zamboanga, B. L., Audley, S., Iwamoto, D. K., Martin, J. L., & *Tomaso, C. C. (2017). The risks of being "manly": Masculine norms and drinking game motives, behaviors, and related consequences among men. Psychology of Men & Masculinity, 18(4), 280-292. http://dx.doi.org/10.1037/men0000064
Zamboanga, B. L., Audley S. R., *Tomaso, C. C., Ramos, G., & Schwartz, S. J. (2016). “What’s in a game?” Acculturation and drinking games among Asian American young adults. Asian American Journal of Psychology, 7(3), 195-204. http://dx.doi.org/10.1037/aap0000048