Zirkel, P. & Gullo, G. L. (2024). Public school rates of § 504-only students in K-12 public schools: The latest update. West's
Education Law Reporter, In Production.

Zirkel, P. & Gullo, G. L. (2024). School district rates of § 504-only students in K-12 public schools: The latest update.
West's Education Law Reporter, In Press.

Zirkel, P. & Gullo, G. L. (2024). State rates of § 504-only students in K-12 public schools: The latest update. West's
Education Law Reporter, 417(3), 929-935. (View PDF)

Zirkel, P. & Gullo, G. L. (2021). Public school rates of § 504 only students: The next update. West’s Education Law Reporter,
387(1), 1-11. (View PDF)

Zirkel, P. & Gullo, G. L. (2021). School district rates of 504-only students: The next update. West’s Education Law Reporter, 385, 24-33. (View PDF)

Zirkel, P. & Gullo, G. L. (2021). State rates of 504-only students in K-12 public schools: The next update. West’s Education Law Reporter, 385, 14-23. (View PDF)

Gullo, G. L., & Beachum, F. D. (2020). Principals navigating discipline decisions for social justice: An informed grounded theory. Helon Education, 6(12), e05736. https://doi.org/10.1016/j.heliyon.2020.e05736 (View PDF)

Gullo, G. L. & Zirkel, P. (2020). Trends in impartial hearings under the IDEA: A comparative enrollments-based analysis. West’s Education Law Reporter, 382, 454-470. (View PDF)

Brion, C., & Gullo, G. L. (2020). Principals perspectives of mindfulness for leadership and equity. International Journal of Teaching and Case Studies, 11(1). https://doi.org/10.1504/IJTCS.2020.109721 (View PDF)

Zirkel, P., & Gullo, G. L. (2020). Trends in impartial hearings under the IDEA: A comparative update. West’s Education Law Reporter, 376(3), 870-879. (View PDF)

Gullo, G. L. (2020). An intricate balance: The challenge of caring during COVID-19 while maintaining high student expectations. Journal of Interdisciplinary Studies in Education, 9(2). https://doi.org/10.32674/jise.v9i2.2393 (View PDF)

Gullo, G. L., & Beachum, F. D. (2020). Does implicit bias matter at the administrative level? A study of principal implicit bias and the racial discipline severity gap. Teachers College Record, 122(3), https://doi.org/10.1177/01614681201220. (View PDF)

Gullo, G.L., & Sperandio, J. (2020). Gender and the superintendency: The power of career paths. Frontiers in Education: Leadership in Education. https://doi.org/10.3389/feduc.2020.00068 (Download PDF)

Gullo, G. L., & Beachum, F. D. (2020). Framing implicit bias impact reduction in social justice leadership. Journal of Educational Leadership and Policy Studies, Special Issue #3 on Educational Leadership and Social Justice, 3(3). (View PDF)

Gullo, G. L. (2018). Using data for school change: The discipline equity audit and school climate survey. Journal of Cases in Educational Leadership. 21(2), 28-51.  https://doi.org/10.1177/1555458917728758. (View PDF)

Gullo, G. L., Capatosto, K., & Staats, C. (2019). Implicit bias in schools: A practitioner’s guide. New York, NY: Routledge. Sample Chapter

Gullo, G. L. (2021). Leaders reducing the impact of implicit bias: Practical and conceptual tools. In R. Shankar-Brown (Ed.). Bending the arc towards justice: Equity-focused practices for educational leaders (pp. 73-98). Information Age Publishers. (More info/Purchase book)

Beachum, F. D., & Gullo, G. L. (2021). Principals as inclusion leaders for educational equity in K-12 schools. In T. Banks, F. E. Obiakor, & A. F. Rotatori (Eds.). Enhancing partnerships in special education: Innovative collaboration, consultation, and cooperation (pp. 103-118). Information Age Publishers. (More info/Purchase book)

Gullo, G. L. (2021). Equity endeavors through the justice for bias framework: Principals addressing implicit bias in schools. In P. Youngs, J. Kim, & M. Mavrogordato (Eds.). Exploring principal development and teacher outcomes: How principals can strengthen instruction, teacher retention, and student achievement (pp. 86-100). Routledge. (More info/Purchase book)

Beachum, F. D., & Gullo, G. L. (2019). School leadership: Implicit bias and social justice. In R. Papa (Ed.), Handbook on promoting social justice in education. Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-74078-2_66-1  (Access chapter)

Gullo, G. L. (2017). Perpetuating vulnerability through the school racial discipline gap. In F.D. Beachum & F. E. Obiakor (Eds.), Improving educational outcomes for vulnerable children. (pp. 73-100). Plural Publishing Inc. (More info/Purchase book)

Beachum, F. D., Obiakor, F. E., & Gullo, G. L. (2017). Understanding vulnerable populations: From perceptions to realities In F. D. Beachum & F. E. Obiakor (Eds.), Improving educational outcomes for vulnerable children (pp. 1-28). Plural Publishing. (More info/Purchase book)

Beachum, F. D., & Gullo, G. L. (2014). Promoting socio-cultural justice for culturally and linguistically diverse secondary school students. In C. Zhang, C. R. McCray, & S. Cho (Eds.), Effective education for all: Implementing positive behavior support in early childhood through high school (pp. 159-176). Peter Lang Publishing. (More info/Purchase book)

Staats, C., & Gullo, G. L. (2020, Sep 1). ducators must challenge racist language & actions. [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly. http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/09/educators_must_challenge_racist_language_actions.html

Gullo, G. L. (2020, Aug 14). Strategies for engaging students in ‘meaningful’ online learning experiences. [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly. https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/08/strategies_for_engaging_students_in_meaningful_online_learning_experiences.html

Gullo, G. L. (2020, Aug 7). Collaborate with colleagues to make it through this school year. [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly.  https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/08/collaborate_with_colleagues_to_make_it_through_this_school_year.html

Staats, C., Capatosto, K., & Gullo, G. L. (2020, Feb 4). Educators must disrupt ‘colorblind ideologies’. [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly. https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/02/educators_must_disrupt_color_blind_ideologies.html

Gullo, G. L., Staats, C., & Capatosto, K. (2020, Jan 14). What it Takes to Apply Restorative Practices in Schools [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly. https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/what_it_takes_to_apply_restorative_practices_in_schools.html

Capatosto, K., Gullo, G.L., & Staats, C. (2019, Nov 18). Student differences are not deficits. [Classroom Q&A Response]. In L. Ferlazzo (Blog Author) Classroom Q&A with Larry Ferlazzo. Education Weekly.  https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2019/11/student_differences_are_not_deficits.html?r=1886564860

Gullo, G. L., & Beachum, F. D. (2017, May 9). The negative effects of implicit bias in schools. Newsworks. http://www.newsworks.org/index.php/local/essayworks/103634-essay-the-negative-effects-of-implicit-bias-in-schools

Gullo, G. L. (2021). Justice for Bias Framework in Action: A Case Study of Implicit Bias Impact Reduction. Paper presented at American Education Researcher Association Annual Convention, San Diego, CA. 

Gullo, G. L. (2020). Perpetuating Vulnerability through the School Racial Discipline Gap [Proceeding only due to conference cancellation]. Paper accepted for presentation at American Education Researcher Association Annual Convention, San Diego, CA. 

Gullo, G. L. (2020). Are We Making a Difference? Trends in Teacher Implicit Bias from 2014 to 2018 [Proceeding only due to conference cancellation]. Paper accepted for presentation at American Education Researcher Association Annual Convention, San Diego, CA. 

Brion, C., & Gullo, G. L. (2019). Through Practitioner Eyes: Principal Definitions and Practices of Mindfulness for Leadership and Equity. Paper presented at University Council of Educational Administrators Annual Convention, New Orleans, LA.

Gullo, G. L. (2019). A National Equity Audit: Using “Their” Data to Guide “Our” Mission. Paper presented at American Education Researcher Association Annual Convention, Toronto, ON, Canada.

Gullo, G. L. (2018). A Qualitative Look at Administrator Implicit Bias in School Disciplinary Decisions. Paper presented at University Council of Educational Administrators Annual Convention, Houston, TX.

Gullo, G. L. (2017). School discipline research networking session. Session presented at University Council for Educational Administrators Annual Convention, Denver, CO.

Gullo, G. L. (2017). Administrator implicit bias in school disciplinary decisions. Paper presented at University Council for Educational Administrators Annual Convention, Denver, CO.

Gullo, G. L. (2017).   What we don’t know in schools: Biased decisions with or without added information. Poster presented at Lehigh University Graduate Experience, Bethlehem, PA.

Mayger, L., Hochbein, C., & Gullo, G. L. (2016). Principals acting as instructional leaders despite external constraints. Poster presented at The College of New Jersey Interdisciplinary Research Forum, Pennington, NJ.

Gullo, G. L. (2016).   Implicit bias in decision making. Poster presented at Lehigh University Graduate Experience, Bethlehem, PA.

Gullo, G. L.  (2016). Behavioral decision-makers’ perceptions of exclusionary discipline decisions and the influence of implicit bias. Roundtable paper presented at University Council for Educational Administrators Graduate Student Summit, Detroit, MI.

Gullo, G. L.  (2016). Breaking gender walls through pathways to the superintendency. Paper presented at University Council for Educational Administrators Annual Convention, Detroit, MI.

Ciani, G. L. (2008). Moderate daily alcohol consumption reduces neurogenesis in females. Poster presented at Society for Neuroscience Annual Conference, Washington, DC.

Waddell, J., & Ciani, G. L. (2007).  Neurogenesis and learning: Does rate of acquisition of hippocampal dependence determine whether new cells will be rescued from death? Poster presented at Society for Neuroscience Annual Conference, San Diego, CA.

Ciani, G. L. (2006). Cortisol and stress: Research across development. Paper presented at Eastern Psychological Association Annual Convention, Baltimore, MD.