Zambak, V. S., Wong, C., Kamei, A., & Kaitlyn, S. (2021). Elementary pre-service teachers’ attitudes about inclusive education and their skills to notice students’ diverse needs. AERA Conference Proceeding.
Kamei, A., & Haywood-Bird, E. (2021). The perfection trap: The influence of “perfectionism” upon pre-service and early career teachers. In P. M. Jenlink (Ed.), Teaching as a Clinical Practice Profession: Research on Clinical Practice and Experience in Teacher Preparation. Rowan & Littlefield.
Kamei, A., & Harriott, W. (2021). Social emotional learning in virtual settings: Intervention strategies. International Electronic Journal of Elementary Education, 13(3), 365-371. https://doi.org/10.26822/iejee.2021.196.
Haywood-Bird, E. & Kamei, A. (2019). Activism as teaching: Why teacher training programs need to do their part. Power and Education, 11(2), 163-174. doi.org/10.1177/1757743818809718
Jimenez, B. A., & Kamei, A. (2015) Embedded instruction: An evaluation of evidence to inform inclusive practice. Inclusion, 3(3), 132-144.
Kamei, A. (2014). The Influence of Religion on Coping and Adaptation of Families who have Children with Disabilities: A Comparison of Christianity and Buddhism using the Double ABC-X Model. Journal of Religion, Disability & Health, 18(3), 264-280.
Jimenez, B. A., & Kamei, A. (2013). Embedded instruction as an evidence-based practice to support inclusive education. DADD Express, peer reviewed Evidence-Based Practice section, newsletter of the Division on Autism and Developmental Disabilities. Focus on Autism and Other Developmental Disabilities, 28, 2-3.