Kristin Powers

To view Dr. Powers' vita go to http://www.ced.csulb.edu/edpac/academic/school-psych/faculty.cfm

Gender equity in transition planning, response-to-intervention service delivery models, disproportionality in special education, American Indian education.

Powers, K., Hogansen, J., Geenen, S., Powers, L.W., Gil-Kashiwabara, E. (2007) Gender Matters: A survey of adolescents with disabilities and their families. Manuscript submitted for publication.

Hogansen, J. M., Powers, K., Geenen, S., Gil-Kashiwabera, E., & Powers, L. (in press). Transition goals and experiences of females with disabilities: Perceptions of youth, parents, and professionals. Exceptional Children.

Gil-Kashiwabara, E., Hogansen, J.M., Geenen, S., Powers,K., & Powers, L. (in press). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals.

Powers, K., Hagans-Murillo, K. S., & Miller, M. (in press). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A.VanDerHayden, & M. Burns Handbook of responsiveness to intervention: The science and practice of assessment and intervention. Springer Science Inc.

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research. 99(4), 195-210.

Powers, K., (2006). An exploratory study of cultural identity and culture-based educational programs for urban American Indian students. Urban Education. 41(1), 20 – 49.

Powers, K., Gil-Kashiwabara, E., Powers, L., Geenen, S., Balandran, J., & Palmer, C. (2005). IDEA Mandates and Effective Transition Planning Practices in IEPs. Career Development for Exceptional Individuals, 28(1), 47-59.

Powers, K., Promoting school achievement among American Indian student throughout the school years. (2005). Childhood Education: Infancy through Early Adolescence, 81(6), 338-342.

Powers, K., Hagans-Murillo, K., Restori, A. (2004). Twenty-five years after Larry P.: The California response to overrepresentation of African Americans in special education. The California School Psychologist. 9, 145-158

Echevarria, J., Powers, K., & Elliot, J., (2004). Promising practices for curbing disproportionate representation of minority students in special education. Issues in Teacher Education.

Powers, K., Winters, L., Person, D., & Kim, S. (2004). Collecting and using data in a K-16 collaborative. In J.Houck, K. C. Cohn, & C.A. Cohn (Eds). University-public school partnerships for systemic educational renewal: The Long Beach Education Partnership (pp.131-144).. New York: Teachers College Press

Powers, K., Potthoff, S.J., & Bearinger, L.H., & Resnick, M. D., (2003). Does cultural programming improve educational outcomes for American Indian youth? Journal of American Indian Education, 42(2), 17-49.

Kristin Powers has researched effective practices for transitioning students with disabilities into adulthood for the past four years. Dr. Powers collaborated with faculty from Oregon Health Science University on a federally funded grant Understanding the role of gender on transition, which collected data from students’ transition plans, focus groups and youth and parent surveys to investigate the quality of transition planning services and potential gender disparities in transition services and outcomes.  Data were collected over the course of three years in partnership with Portland Public Schools and Long Beach Unified School District (LBUSD).  In addition, Dr. Powers has collaborated with LBUSD on implementing an intervention study with three LBUSD transition classrooms, the intervention ended in May, 2006 and follow-up data will be collected in October, 2006.