Books
Weber, W. (in preparation). Mindfulness for Educators. London: Taylor and Francis.
Forbringer, L. & Fuchs-Weber. W. (in preparation). RtI Math: Evidence-Based Interventions for Struggling Students. London: Taylor and Franci
Fuchs-Weber. W. (2018). Mindfulness for students: A curriculum for grades 3-8. London: Taylor and Francis.
Forbringer, L. & Fuchs-Weber. W. (2013). RtI Math: Evidence-Based Interventions for Struggling Students. London: Taylor and Francis.
Articles
Fuchs, W., Mundschenk, N., & Groark, B. (2016). A promising practice: School-based mindfulness-based stress reduction. Journal of International Special Needs Education.
Mundschenk, N., & Fuchs, W. (2016). Professional Learning Communities: An effective mechanism for the successful implementation and sustainability of response to intervention. Southeastern Regional Association of Teacher Educators (SRATE) Journal, 25(2).
Mundschenk, N., Fuchs, W., & Simonson, S. (2016). Change in higher education: An inside job. The New Educator, 12.
Fuchs, W. (2014). Stress reduction strategies for adolescents. Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference, Portugal, 491-495, ISBN: 978-989-8525-33-8.
Fuchs, W. W., Fahsl, A., & James, S. (2014). Redesigning a special education teacher preparation program: The rationale, process and outcomes. The New Educator (10)2.
Kirk, S. M., Fuchs, W. W., Kirk, E. P. (2013). Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy. NHSA Dialog: Research Article, 16(3).
Kirk, S. M., Fuchs, W. W., Kirk, E. P. (2013). Improving preschool literacy skills using physical activity. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 16 (3).
Fuchs, W. (2013). Four simple rules to start a winning year. New Teacher Advocate- Kappa Delta Pi. Summer issue.
Fuchs, W. W., & Bergeron, B. (2013). Viewpoints from the Field: Impressions from teachers and administrators on the challenges and successes of RTI implementation in Illinois. Illinois Reading Council Journal, Spring Issue.
Weishaar, P., & Fuchs, W. (2012). An Initial Investigation of Preservice Teachers in the United States and Possible Applications to Ukraine: Perceived Knowledge of Response to Intervention. Social Welfare Interdisciplinary Approach.
Fuchs, W. W. (2010). Examining Teachers’ Perceived Barriers Associated with Inclusion. Southwest Regional Association of Teacher Educators (SRATE) Journal, Winter Edition.
Weber, W. (in preparation). Mindfulness for Educators. London: Taylor and Francis.
Forbringer, L. & Fuchs-Weber. W. (in preparation). RtI Math: Evidence-Based Interventions for Struggling Students. London: Taylor and Franci
Fuchs-Weber. W. (2018). Mindfulness for students: A curriculum for grades 3-8. London: Taylor and Francis.
Forbringer, L. & Fuchs-Weber. W. (2013). RtI Math: Evidence-Based Interventions for Struggling Students. London: Taylor and Francis.
Articles
Fuchs, W., Mundschenk, N., & Groark, B. (2016). A promising practice: School-based mindfulness-based stress reduction. Journal of International Special Needs Education.
Mundschenk, N., & Fuchs, W. (2016). Professional Learning Communities: An effective mechanism for the successful implementation and sustainability of response to intervention. Southeastern Regional Association of Teacher Educators (SRATE) Journal, 25(2).
Mundschenk, N., Fuchs, W., & Simonson, S. (2016). Change in higher education: An inside job. The New Educator, 12.
Fuchs, W. (2014). Stress reduction strategies for adolescents. Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference, Portugal, 491-495, ISBN: 978-989-8525-33-8.
Fuchs, W. W., Fahsl, A., & James, S. (2014). Redesigning a special education teacher preparation program: The rationale, process and outcomes. The New Educator (10)2.
Kirk, S. M., Fuchs, W. W., Kirk, E. P. (2013). Integrating physical activity into preschool classroom academic lessons promotes daily physical activity and improves literacy. NHSA Dialog: Research Article, 16(3).
Kirk, S. M., Fuchs, W. W., Kirk, E. P. (2013). Improving preschool literacy skills using physical activity. NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 16 (3).
Fuchs, W. (2013). Four simple rules to start a winning year. New Teacher Advocate- Kappa Delta Pi. Summer issue.
Fuchs, W. W., & Bergeron, B. (2013). Viewpoints from the Field: Impressions from teachers and administrators on the challenges and successes of RTI implementation in Illinois. Illinois Reading Council Journal, Spring Issue.
Weishaar, P., & Fuchs, W. (2012). An Initial Investigation of Preservice Teachers in the United States and Possible Applications to Ukraine: Perceived Knowledge of Response to Intervention. Social Welfare Interdisciplinary Approach.
Fuchs, W. W. (2010). Examining Teachers’ Perceived Barriers Associated with Inclusion. Southwest Regional Association of Teacher Educators (SRATE) Journal, Winter Edition.