Farbo, D. J., & Rhea, D. J. (2021). A pilot study examining body composition classification differences between body mass index and bioelectrical impedance analysis in children with high levels of physical activity. Frontiers in Pediatrics.
Farbo, D., C. Maler, L., & Rhea, D. J. (2020). The preliminary effects of a multi-recess school intervention: Using accelerometers to measure physical activity patterns in elementary children. International Journal of Environmental Research and Public Health. https://www.mdpi.com/1660-4601/17/23/8919
Bauml, M., Patton, M., & Rhea, D.J. (2019). A qualitative study of teachers’ perceptions of increased recess time on teaching, learning, and behavior; Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2020.1718808
Rhea, D.J. (2019). Wrong Turns, Right Moves in Education. Archway Publishing.
Rhea, D.J. (fall, 2019). We don’t need to drive our kids crazy to educate them. The Statesman. Austin, Texas.
Rhea, D.J. (spring, 2019). The children’s mental health crisis in Texas needs more than doctors and drugs. The Austin Statesman Op-Ed.
Rhea, D.J., & Bauml, M. (2018). An Innovative Whole Child Approach to Learning: The LiiNK Project®. Childhood Education, 94:2, 56-63, DOI: 10.1080/00094056.2018.1451691
Rhea, D.J., & Rivchun, A.P. (February, 2018). The LiiNK Project®: Year 2. Effects of Multiple Recesses and Character Curriculum on Classroom Behaviors and Listening Skills. Frontiers in Education.
Rhea, D.J., Rivchun, A., & Clark, L. (submitted, July 2017). The LiiNK Project® Intervention in K and 1 Public School Children: Effects of unstructured play breaks and character development on classroom behaviors. Journal of School Health.
Lund, E., Brimo, D., Rhea, D., & Rivchun, A. (2017). The effect of multiple recesses on listening effort: A preliminary study. Journal of Pediatric, Educational, & Rehabilitative Audiology.
Rhea, D.J., Rivchun, A., & Clark, L. (October, 2018). LiiNK Project: Case Study. Chapter. Instructional Leadership in the Content Areas: Case Studies for Curriculum and Instruction. Routledge/University Council for Educational Administration.
Clark, L., & Rhea, D. (May, 2017). The LiiNK Project®: Comparisons of Recess, Physical Activity, and Positive Emotional States in Grade K–2 Children. International Journal of Child Health & Nutrition, 6, 54-61. https://doi.org/10.6000/1929-4247.2017.06.02.1
Rhea, D. J. (Sep., 2016). Imagine a child as a tree: Fertilize with unstructured, outdoor play, and character development. Camping Magazine, 36-40. http://liinkproject.tcu.edu/wp-content/uploads/2016/08/RheaAmericanCampAssociationImagineachildasatreeSept.pdf
Rhea, D.J., & Nigaglioni, I. (Feb., 2016). Outdoor Playing = Outdoor Learning. Educational Facility Planner Journal.
Rhea, D.J. (Jan., 2016). Recess: The forgotten classroom. Instructional Leader Journal, 29 (1), 1-4.
Rhea, D.J., Rivchun, A.P., & Pennings, J. (Summer, 2016). The Liink Project: Implementation of a Recess and Character Development Pilot Study with Grades K & 1 Children. Texas Association of Health, Physical Education, Recreation, & Dance Journal (TAHPERD).
Rhea, D.J. (Sep., 2015). Why young kids need less class time — and more play time — at school. Washington Post. http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/08/21/why-young-kids-need-less-class-time-and-more-play-time-at-school/
Rhea, D.J. (April, 2014). What Finland Knows and TVS Implements: Liink Project. TVS Trojan Voice. http://faculty.trinityvalleyschool.org/sduncan/TrojanVoiceSpring2014/.