Quick, R. L., (accepted 2016 for publication summer 2018). Organize by level of genre? Solving the classroom libary quandary. New Teacher Advocate.
Quick, R. L. (2013). Exploring faculty perceptions toward working with academically vulnerable college students. College Quarterly, 16(4).
Carignan, I.,Beauregarad, F., Quick, R., (2013). Can the community play an important role in a family literacy project? Vivre le Primaire, 26 (3), 25-36.
Forbes, L. & Quick, R. L. (2012). Documenting experiential learning in higher education: The case for digital mashups. In T. Bastiaens & G. Marks (Eds.) Proceedings fo E-LEARN 2013 – World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education (586-590). Chesapeake, VA: Association for the Advancement of Computing in Education.
Forbes, L. S., Merritt, J., & Quick, R. L. (2011). Ongoing support for novice educators: Online classroom support modules. Pennsylvania Educational Leadership, 31(3), 40-45.
Quick, R. & Conner, D. (2010) Going the extra mile: Connecting with student’s families. New Teacher Advocate, 18(1),10-11.
Quick, R., (2008) An investigation of faculty knowledge and perceptions toward college students with reading and writing difficulties. D.Ed. dissertation, Indiana University of Pennsylvania, United States -- Pennsylvania. Retrieved September 10, 2012, from Dissertations & Theses: Full Text.(Publication No. AAT3329895).