Fenner, R. G., Han, Y., & Huang, Z. (2020). Idiosyncratic volatility shocks, behavior bias, and cross-sectional stock returns. Quarterly Review of Economics and Finance, 75, 276-293. https://doi.org/10.1016/j.qref.2019.05.004
Ferrara, S.E. (2017). A comparative analysis of agency and stewardship theories of corporate governance. In H. Codrington, R. Winker, & C. Frances, Changes in a global economy.
Van Ness, R.K., Ferrara, S.E. and Gozy, C. (2012). Collegiate schools of business: Now what? Thoughts of generational cohorts. Journal of International Management Studies, 12 (4), 46-59.
Mariscal, C., & Fleming, L. (2018). Why we should care about universal biology. Biological Theory, 13(2), 121-130. https://doi.org/10.1007/s13752-017-0280-8
Fleming, L. (2017). Two dogmas of biology. Philosophy & Theory in Biology, 9. https://doi.org/10.3998/ptb.6959004.0009.002
Fleming, L., & Brandon, R. (2015). Why flying dogs are rare: A general theory of luck in evolutionary transitions. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 49, 24-31. https://doi.org/10.1016/j.shpsc.2014.10.006
Brandon, R., & Fleming, L. (2014). Drift sometimes dominates selection, and vice versa: A reply to Clatterbuck, Sober and Lewontin. Biology & Philosophy, 29(4), 577-585. https://doi.org/10.1007/s10539-014-9437-z
Fleming, L. (2013). The notion of limited perfect adaptedness in Darwin's principle of divergence. Perspectives on Science, 21(1), 1-22. https://doi.org/10.1162/POSC_a_00084
Fleming, L., & McShea, D. W. (2013). Drosophila mutants suggest a strong drive toward complexity in evolution. Evolution & Development, 15(1), 53-62. https://doi.org/10.1111/ede.12014
Fleming, L. (2012). Network theory and the formation of groups without evolutionary forces. Evolutionary Biology, 39(1), 94-105. https://doi.org/10.1007/s11692-011-9140-9
Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between english language arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284-295. https://doi.org/10.1177/0741932519843184
Taub, D., Foster, M. H., Orlando, A., & Ryndak, D. L. (2017). Ethical considerations for inclusive practices for students with extensive support needs. In A. Gajewski (Ed.), Ethics, equity, and inclusive education (pp. 119-144). Bingley, UK: Emerald Publishing. https://doi.org/10.1108/S1479-363620170000009005
Orlando, A., Klinepeter, E., & Foster, M. (2016). Retrospectives on factors influencing inclusive opportunities for college students with extensive support needs. International Journal of Inclusive Education, 20, 1-13. https://doi.org/10.1080/13603116.2016.1159255