Google Scholar Page link (includes links to abstracts of publications)
Marrs, H., Ruby, S., & Chaffin, J. (in press). School psychology graduate training capacity in the Pacific Northwest. Trainers’ Forum: The Journal of the Trainers of School Psychologists.
Perez, H., Marrs, H., & Marsicano, R. (2017). A snapshot of barriers to Response to Intervention (RTI) implementation: Perspectives of school psychologists. The WERA Educational Journal, 10 (1), 38-43. https://www.wera-web.org/assets/docs/WEJ-November-2017-final.pdf
Bogue, H., Marrs, H., & Little, S. (2017). School psychologists’ stages of concern with RTI implementation. Contemporary School Psychology, 21, 115-124. http://rdcu.be/xFqQ
Little, S., Marrs, H., & Bogue, H. (2017). Elementary school psychologists and Response to Intervention (RTI). Contemporary School Psychology, 21, 103-114.
Marrs, H. (2016). Conformity to masculine norms and academic engagement in college men. Psychology of Men and Masculinity, 17, 197-205.
Marrs, H., & Little, S. (2014). Perceptions of school psychologists regarding barriers to Response to Intervention (RTI) implementation. Contemporary School Psychology, 18, 24-34.
Marrs, H. (2013). Conformity to masculine norms and intellectual engagement. Masculinities and Social Change, 2(3), 226-244.
Marrs, H. (2013). Team-based Learning: An innovative approach to promoting transfer and knowledge in school psychology training. Trainers’ Forum: The Journal of the Trainers of School Psychologists, 31, 47-61.
Marrs, H., Sigler, E., & Brammer, R. (2012). Gender, masculinity, femininity, and help seeking in college. Masculinities and Social Change, 1(3), 267-292. doi: 10.4471/MCS.2012.16
Marrs, H., & Sigler, E. (2012). Male academic performance in college: The possible role of study strategies. Psychology of Men and Masculinity, 13, 227-241.
Marrs, H. (2011). Increasing learner engagement with team-based learning. In R.L. Miller, E. Amsel, B.M. Kowalewski, B.C. Beins, K.D. Keith, & B.F. Peden (Eds.), Promoting student engagement: Vol. 1, Programs, techniques, and opportunities (pp.185-191). Retrieved from the American Psychological Association Division 2 Society for the Teaching of Psychology Web Site. http://teachpsych.org/ebooks/pse2011/vol1/index
Marrs, H. & Eccles, D. (2009). Assessment of Limited English Proficiency students in a rural Midwestern state. Rural Special Education Quarterly, 28(2), 22-31.
Marrs, H., Sigler, E., & Hayes, K. (2009). Study strategy predictors of performance in Introductory Psychology. The Journal of Instructional Psychology, 36(2). 125-133.
Marrs, H. (2009). Perceptions of college faculty regarding outcomes assessment. International Electronic Journal of Leadership in Learning, 13(3). Available at http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/688/348.
Marrs, H. & Benton, S. (2009). Relationships between separate and connected knowing and approaches to learning. Sex Roles: A Journal of Research, 60(1-2), 57-66.
Marrs, H., Hemmert, E., & Jansen, J. (2007). Trouble in a small school: Perceptions of at-risk students in a rural high school. The Journal of At-Risk Issues, 13(2), 29-35.
Marrs, H., Barb, M., & Ruggiero, J. (2007). Self-reported influences on psychology major choice and personality. Individual Differences Research, 5(4), 289-299.
Marrs, H., & Patrick, C. (2002). A return to eye-movement training? An evaluation of the Reading Plus program. Reading Psychology: An International Quarterly, 23(4), 297-322.