Research Biography

Dr. Steinberg’s research focuses on postsecondary students with disabilities. She has conducted studies on technology usage of secondary special education teachers, middle schoolers’ persepectives of life in middle school, and using technology to support reading in postsecondary students with disabilities. Dr. Steinberg is also the coordinator for the Postsecondary Learning Support (PLuS) Graduate certificate program.

Degrees

Ph.D. – University of Florida, Special Education

M.Ed. – University of Florida, Elementary Education

B.A. – University of Florida, Elementary Education

Key Professional Appointments

Clinical Assistant Professor, 2013-present

Selected Publications

Steinberg, M. A. & McCray, E D. (2012).  Listening to their voices:  middle schoolers’ perspectives of life in middle school, The Qualitative Report, 17, 1-14.

Steinberg, M. A. & Murphy, K. M. (2012).  an annotated review of current research supporting the use of Kurzweil 3000 in higher education.  (pp.1-13).  Natick, MA:  Kurzweil Educational Systems.  Cambium Learning Group.

Selected Links

Postseondary Learning Support certificate website:  http://education.ufl.edu/plus/

Professor

352-273-4284
Fax: 352-392-5929
waldron@coe.ufl.edu

Research Biography

I am a Professor in the School Psychology program within the Department of Educational Psychology. Currently, I teach graduate courses in academic assessment/intervention and school consultation. My research interests include the following areas: inclusion of students with disabilities in general education classrooms, academic and behavioral supports for students at-risk for school failure, and teacher/school variables related to the adoption of a response-to-intervention (RtI) model.

Degrees

Ph.D. – Indiana University, 1985, Educational Psychology/School Psychology

B.A. – SUNY-College at Oswego, 1979, Psychology/Sociology

Key Professional Appointments

Professor, University of Florida, School of Special Education, School Psychology and Early Childhood Studies, 2012-present.

Associate Professor, University of Florida, Department of Educational Psychology, 2001 – 2012.

Assistant Professor, University of Florida, Department of Educational Psychology, 1999 – 2001.

Assistant Professor, Indiana University, Counseling & Educational Psychology Department, 1994 – 1999.

Research Associate, Indiana University, School of Education, 1987-1994

Activities & Honors

Faculty-in-Residence, P.K. Yonge Developmental Research School, 2003 – present.

Member, NCATE/NASP Program Approval Board, National Association of School Psychologists, 1998 – present.

Member, National Association of School Psychologists, Ethics Advisory Panel, 2006 – 2010.

Director, School Psychology Program, UF Department of Educational Psychology, 2002 – 2006.

Fellow, Division 16 – School Psychology, American Psychological Association, 2002.

Chair, Faculty & Budgetary Affairs Committee, UF College of Education, 2004 – 2006.

Chair, Faculty Policy Council, UF College of Education, 2003 – 2004.

Chair, National and State Credentialing Committee, National Association of School Psychologists, 2001 – 2004.

Grants

Principal Investigator/Co-Project Director. Improving Professional Preparation of School Psychologists and School Counselors in a Response-to-Intervention Model, 2005-2006, Florida Department of Education – Faculty Innovation Institute, $30,000.

Principal Investigator/Co-Project Director, Academic Progress: A Comparison of Students in Inclusive and Non-Inclusive Schools, 1998-2000, Indiana Department of Education, $65,000.

Co-Project Director, Project TIE: Teaming for Inclusive Education, 1994-1998, U.S. Department of Education, Office of Special Education Programs, $403,000.

Co-Project Director, Building University-School Partnerships: Restructuring Services for Students with Disabilities, 1993–1997, U.S. Department of Education, Office of Special Education Programs, $640,000.

Selected Publications

Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in high school. Psychology in the Schools, 43(5), 599-611.

Waldron, N., Joyce, D., Amatea, E., Clark, M.A., & Daniels, H. (2006). Improving Professional Preparation of School Psychologists and School Counselors in a Response-to-Intervention Model: A Curriculum Module. Gainesville, FL: Florida Department of Education, 1-117.

Waldron, N., & Prus, J. (2006). A Guide for Performance Based Assessment, Accountability, and Program Development in School Psychology Training Programs (2nd Edition). Washington, DC: National Association of School Psychologists.

Brownell, M., Adams, A., Sindelar, P., & Waldron, N. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169-185.

Cole, C., Waldron, N., & Majd, C. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.

McLeskey, J. & Waldron, N. (2002). School change and inclusive schools: Lessons learned from practice. Phi Delta Kappan, 84, 65-72.

McLeskey, J., & Waldron, N. (2000). Developing Inclusive Schools: Lessons Learned. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Waldron, N. , & McLeskey, J. (2000). Preventing academic failure. In K. Minke and G. Bear (Eds.), Preventing School Problems – Promoting School Success: Strategies and Programs That Work. Washington, DC: The National Association of School Psychologists.

Waldron, N. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-406.

Assistant Scholar

352-273-4247
Fax: 352-392-2072
ttorode@coe.ufl.edu

Research Biography

Early Childhood and Primary/Elementary Education

Educational Studies: Law, Ethics & Values and Diverse Learners

At-Risk Youth

School and Classroom Issues

Inclusion and Mild/Moderate Disabilities

Qualitative Research

Degrees

Ph.D. – University of Florida, Early Childhood Special Education, 2005,

M.A.E. – University of Florida, Early Childhood Special Education, 2000

B.A. – University of North Florida, Elementary Education, 1984

Key Professional Appointments

Project Coordinator, Springs Region Comprehensive System of Personnel Development and State Improvement Grant

Assistant Scholar, Department of Special Education, University of Florida

Activities & Honors

Member of the Teacher Education Committee, Department of Special Education

Grants

Florida Comprehensive System of Personnel Development Grant, 2001-2005, (CSPD), Florida Department of Education, $160,000 (per year).

Florida State Improvement Grant (SIG), 2001-2005, Florida Department of Education, $168,000 (per year).

Florida General Supervision and Enhancement Grant (GSEG), 2003-2005, $30,000 (per year)

Florida Professional Development Partnership Grant (PDP), 2005, $160,000.

Phone: (352) 273-4291
Fax: (352) 392-2655
patriciasnyder@coe.ufl.edu

Research Biography

My research focuses on early prevention and intervention for young children birth through age 5. I study the developmental impacts of early experiences and learning, social-emotional foundations of early learning, and how families and practitioners support young children’s development and learning. I have special interests in the areas of early childhood systems building and policy, interdisciplinary professional development, and the application of evidence-informed early prevention and intervention strategies in homes, preschools, and other community settings.

Degrees

BS: Speech/Language Pathology & Audiology (Summa Cum Laude), State University of New York at Geneseo, 1977

MEd: Special Education, Millersville University, 1981

PhD: Major – Early Childhood Special Education/Infant Specialization; Minor – Psychology University of New Orleans, 1992

Fellowships

Pre-doctoral fellow, FPG Child Development Institute, University of North Carolina Chapel Hill, 1991

Key Professional Appointments

• Professor and David Lawrence Jr. Endowed Chair in Early Childhood Studies, University of Florida, 2007 – present
• Adjunct Professor, Department of Pediatrics, Vanderbilt University Medical Center, 2007-2011
• Professor of Pediatrics and Director of Research, Center for Child Development, Vanderbilt University Medical Center, 2005-2007 (Secondary appointment: Professor of Special Education, Peabody College, Vanderbilt University)
• Associate Dean for Research and Graduate Studies, Louisiana State University Health Sciences Center, 2001-2005
• Founder and Director, Early Intervention Institute (approved by the LSU Board of Regents), School of Allied Health Professions, Louisiana State University Health Sciences Center, 1998-2005

Activities and Honors

Joe Credeur Research Award, Louisiana Chapter of the American Association for Mental Retardation, 2004

Merle B. Karnes Award for Service to DEC, International Division for Early Childhood, Council for Exceptional Children, 2000

Article of the Year Award, School Psychology Quarterly, American Psychological Association (APA) Division 16 Fellows, 1999

Allen A. Copping (President, Louisiana State University System) Award for Excellence in Teaching, Louisiana State University Health Sciences Center, 1997

Editorial Appointments

Associate Editor, Topics in Early Childhood Special Education, July 2007 – present

Editor, Journal of Early Intervention, July 2002 – July 2007 (transition through January 2008)

Consulting Editor, American Journal on Mental Retardation, 2008-present

Editorial Board Member, Infants and Young Children, 2001 – present

Editorial Board Member, Young Exceptional Children, 1998 – present

Editorial Board Member, Educational and Psychological Measurement, 1995 – present

Grants

Current Awards

Impact of Professional Development on Preschool Teachers’ Use of Embedded-Instruction Practices. Institute of Education Sciences, US Department of Education, $1,288,510, 3/1/07-2/28/10, Principal Investigator

Examining the Potential Efficacy of a Classroom-Wide Model for Promoting Social Emotional Development and Addressing Challenge Behavior in Preschool Children with and Without Disabilities. Institute of Education Sciences, US Department of Education, $1,835, 866, 3/1/07-2/28/11, Co-Investigator

TEIDS Plus: Integrating Quality Assurance and Data-Based Decision Making to Enhance IFSP Quality, Implementation, and Child and Family Outcomes, Institute of Education Sciences, US Department of Education, $1,622.779, 7/1/07-6/30/11, Co-Principal Investigator

Select Past Awards

Establishing Use of a Functional Outcome Classification System in Pediatric Development and Behavior Clinics. Vanderbilt Children’s Hospital Development Fund, $40,000, July 2006 through June 2007, Principal Investigator

Enhancing Development through Family Supports. Vanderbilt Children’s Hospital Development Fund, $38,000, July 1, 2006 through June 2007 (no cost extension through June 2008), Principal Investigator

The Case Method of Instruction Outreach Project. U.S. Department of Education, Office of Special Education Programs, $540,000, January 2003 to December 2007, Project Co-Director

Outcomes of a Comprehensive, Statewide Early Screening and Prevention Program for Infants at Biological and Environmental Risk .LSU Health Sciences Center, Biomedical Research Fund, $240,000, January 2004 through December 2006, Principal Investigator.

Community-Based Collaboration for the Expansion and Replication of an Interdisciplinary Early Childhood Clinic for Children at High-risk for Developmental Delay. Louisiana Office of Public Health, Children’s Special Health Services, $251,000, October 1, 2004 to September 30, 2005, Project Director.

Project PACT (Partnerships for All Children Together): A demonstration model supporting inclusion through childcare and community partners. Louisiana Council on Developmental Disabilities, $150,000 per year, January 2004 to January 2005, Project Director.

CUBS (Collaborative University Based Services): Preventive Health and Development Services for Infant at Dual-Risk. Agency for Healthcare Research and Quality, $96,875, September 2002 to September 2004, Co-Principal Investigator.

Statewide Newborn Hearing Screening Epidemiology Services. LA Maternal and Child Health Section/Children’s Special Health Services Program, $190, 012, January 2003 through June 2005, Project Director.

Statewide Needs Assessment for Children with Special Health Care Needs. Maternal and Child Health Section/Children’s Special Health Services Program, $462,641, December 2002 through December 2004, Project Director.

Selected Publications

Select book chapters and monographs

Snyder, P., & Wolfe, B. (2007). The big 3 process components in early childhood professional development: Needs assessment, follow-up, and evaluation. In P. Winton, J. McCollum, & C. Catlett (Eds.), Preparing effective professionals in early childhood. Zero to Three Press.

Snyder, P. (2006). Effects of evidence-based practice on research in early childhood. In V. Buysse & P.Wesley (Eds.), Evidence-based practice in the early childhood field. Zero to Three Press.

Smith, B.J., McLean, M.E., Sandall, S., Snyder, P., & Broudy, A. (2005). DEC Recommended practices: Procedures and evidence-base used to establish them. In S. Sandall, M.E. McLean, & B.J. Smith (Eds.), DEC Recommended Practices (2nd ed.). Longmont, CO: Sopris West.

Hemmeter, M.L., Santos, R., Snyder, P., Hyson, M., Harris, A., Bailey, D., Fewell, R., Bricker, D., & Farrell, A. (2005). National goals in early intervention. In K.C. Lakin & A. Turnbull (Eds.), National goals for persons with intellectual and developmental disabilities (pp. 15-38). Washington, DC: American Association on Mental Retardation.

Select Peer-Reviewed Journal Articles

Snyder, P., Wixson, C., Talapatra, D., & Roach, A. (in press). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention.

Snyder, P., Eason, J., Philibert, D., Ridgway. A., & McCaughey, T. (2008). Reliability and validity of the Alberta Infant Motor Scale scores for a sample of infants at dual risk. Physical and Occupational Therapy in Pediatrics, 28, 267-282.

VanDerHeyden, A., Snyder, P., Broussard, C., & Ramsdell, K. (2007). Measuring response to early literacy intervention with preschoolers at risk. Topics in Early Childhood Special Education, 27, 232-249.

Turnbull, A.P., Summers, J.A., Turnbull, R., Brotherson, M.J., Winton, P.J., Roberts, R., Snyder, P., McWilliam, R., Chandler, L., Schrandt, S., Stowe, M., Bruder, M.B., DiVenere, N., Epley, P., Hornback, M., Huff, B., Miksch, P., Mitchell, L., Sharp, L., & Stroup-Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 187-206.

VanDerHeyden, A., & Snyder, P.A. (2006). Integrating early intervening frameworks from early childhood intervention and school psychology to accelerate growth for young children. School Psychology Review, 35, 519-534. [Special series co-editor].

Buysse, V., Wesley, P., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9 (4), 2-11.

VanDerHeyden, A.M., Snyder, P., Smith, A., Sevin, B., & Koenig, J. (2005). Effects of complete learning trials on child engagement. Topics in Early Childhood Special Education, 25, 81-94.

Thompson, B., Diamond, K., McWilliam, R., Snyder, P., & Snyder, S. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71, 181-194.

Snyder, P., & McWilliam, P.J. (2003). Using the case method of instruction effectively in early intervention personnel preparation. Infants and Young Children, 16, 284-295.

Law-Morstatt, L., Judd, D.M., Snyder, P., Baier, R.J., & Ramasubbareddy, D. (2003). Pacing as a treatment technique for transitional sucking patterns. Journal of Perinatology, 23, 483-488.

Philibert, D., Snyder, P., Judd, D., & Windsor, M. (2003). Practitioners’ reading patterns, attitudes, and use of research reported in occupational therapy journals. American Journal of Occupational Therapy, 57, 450-458.

Selected Links

Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices

Center on the Social Emotional Foundations for Early Learning

Topics in Early Childhood Special Education

Professor

287 Norman Hall
PO Box 117040
Gainesville FL 32611
352-273-4263
Fax: 352-392-2655
swsmith@coe.ufl.edu

Research Biography

Stephen W. Smith is a Professor in the Special Education program at the University of Florida (UF). Dr. Smith teaches graduate level courses in special education research, emotional and behavioral disorders (EBD), and principles of prevention science in education. His research focuses on effective behavioral prevention strategies in educational settings, self-regulation of behavior (effortful control of thought, action, emotion), issues related to aggression and violence in schools, and understanding verbal aggression of students with EBD. During his time at UF, Dr. Smith and colleagues have received over $8.5 million dollars to conduct research and development projects related to the prevention of and effective interventions for maladaptive student behavior in school settings. Dr. Smith has also obtained over $1.5 million dollars to train pre-service students to work in special education. He is currently serving as a Principal Investigator of a three-year, $1.5 million dollar research and development grant to create an extensive and theoretically based curriculum to improve self-regulatory functions of students with EBD. He is the author of 14 professional books and book chapters, and he has presented his findings and recommendations at numerous state, regional, national, and international professional conferences. While at UF, Dr. Smith has received three teaching awards, a University Research Award, and has served twice as a UF Distinguished Research Professor. He is a Panel Scientist for the U.S. Department of Education, Institute of Education and is on the Editorial Board of numerous professional journals in education and special education. Prior to receiving his Ph.D. in Special Education from the University of Kansas, he was a teacher of special education students for eight years.

Degrees

Ph.D. – University of Kansas, Lawrence, Kansas, 1989

M.S. – Missouri State University, Springfield, Missouri, 1978

B.S. – Missouri State University, Springfield, Missouri, 1975

Key Professional Appointments

Professor, University of Florida, present

Principal Investigator, Aggression Intervention Research Projects 1-3, 1999-2008; Social Conflict Research Project, 1994-1999

Research Fellow, Center for Effective Collaboration and Practice: he American Institutes for Research. Washington, DC, present

Associate Professor, University of Florida, 1995-2000

Assistant Professor – University of Florida, 1990-1995

Activities & Honors

College of Education Nominee, Dissertation Advising/Mentoring Award, One of three in the College of Education, 2002

University of Florida Research Foundation Professorship, Three-year professorship for distinguished record of research/scholarship, 2000 & 2009

Performance Incentive Award, One of five in College of Education, 1998

Teacher of the Year, University of Florida, College of Education, 1992, 1997

UF Teaching Improvement Program Award, One of four in College of Education, 1993

National Award for Outstanding Scholarship on Teacher Education, Association of Colleges and Schools of Education in State, Universities and Land Grant Colleges, 1993

Research Achievement Award (Top 100 UF Researchers), University of Florida, Division of Sponsored Research, 1992-1993

Selected Grants

Reconceptualizing a middle school conflict resolution and peer mediation program using a three-tiered implementation strategy (with Dr. Ann P. Daunic). US Office of Education, Institute of Education Sciences, National Center for Special Education Research.
(2012-2015) $1,499,928 (Pending).

Development of I Control: An executive function based intervention to foster self-regulation and improve social/emotional outcomes for middle school students with emotional & behavioral disorders (with Dr. Ann P. Daunic). US Office of Education, Institute of Education Sciences, National Center for Special Education Research. August, 2011 to July, 2014, $1,487,494.

Development of a Social-Emotional Learning Curriculum for Children At Risk for Emotional or Behavioral Disorders (with Drs. Ann P. Daunic & Nancy Corbett). U. S. Office of Education, Institute of Education Sciences, National Center for Special Education Research (Social and Behavioral Outcomes to Support Learning). May, 2010 to April, 2013. $1,491,365.

Universal Cognitive-Behavioral Intervention for Elementary Students to Reduce Disruptive/Aggressive Behavior (with Dr. Ann P. Daunic). U. S. Office of Education, Institute of Education Sciences, National Center for Special Education Research (Serious Behavior Disorders competition). June, 2005 to May, 2009, $1,624,795.

Use of a Cognitive-Behavioral Intervention For Preventing/Remediating Anger, Aggression, and Chronic Classroom Disruption:  Research on Treatment Exposure, Treatment Setting, and Social Validity (with Dr. Ann P. Daunic). U. S. Office of Education, Office of Special Education Programs  (Field-Initiated Research). August, 2002 to July, 2005, $540,000.

Study of the Acquisition, Maintenance, and Generalization of a Cognitive-Behavioral Intervention to Prevent or Remediate Disruptive and Aggressive Behaviors in Inclusive School Settings (with Drs. M. David Miller & Ann P. Daunic). U. S. Office of Education, Office of Special Education Programs  (Field-Initiated Research)  August, 1999 to July, 2002, $540,000.

Preventing Serious Emotional Disturbance:  Research on School-Wide Conflict Resolution with Peer Mediation (with Drs. David Miller & James Pitts). U. S. Office of Education, Office of Special Education Programs  (Program for Children and Youth with Serious Emotional Disturbance). August, 1995 to July, 1999, $700,000.

Selected Publications

Peters, C., Algina, J, Smith, S., & Daunic, A. (in press). Factorial validity of the Behavior Rating Inventory of Executive Function (BRIEF) Teacher Form. Child Neuropsychology.

Daunic, A. P., Smith, S. W., Garvan, C. G., Barber, B. R., Becker, M., Peters, C., Taylor, G., Van Loan, C., & Wei, Li. (in press). Efficacy of the Tools for Getting Along curriculum for reducing risk for emotional/behavioral problems. Journal of School Psychology.

Leko, M., & Smith, S. W. (in press). Retaining beginning special educators: What should administrators know and do? Intervention in School and Clinic.

Yacco, S., & Smith, S. W. (2011). Getting along in middle school: Understanding multiparty student conflict. Counseling and Human Development, 42, 1-11.

Wylie, L. E., Gibson, C. L., Brank, E. M., Fondacaro, M., Smith, S. W., Brown, V. E., & Miller, S. A. (2010). The context of who tells: Assessing school and student-level predictors of weapons reporting. Youth Violence and Juvenile Justice, 8, 351-372.

Smith, S. W., Taylor, G., & Daunic, A. P. (2007). Treatment fidelity in applied educational research: Expanding the adoption and application of measures to ensure evidence-based practice. Education and Treatment of Children, 30, 121-134.

Daunic, A.P., Smith. S.W., Brank, E. M., & Penfield, R.D. (2006). Classroom based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Journal of School Psychology, 44, 123-139.

Smith, S. W., Lochman, J. E., & Daunic, A. P. (2005). Managing aggression using cognitive-behavioral interventions: State of the practice and future directions. Behavioral Disorders, 30, 227-240.

Smith. S.W., & Daunic, A.P. (2004). Research on preventing behavior problems using a cognitive-behavioral intervention: Preliminary findings, challenges and future directions. Behavioral Disorders, 30, 72-76.

Hardman, E., & Smith, S. W. (2003). Analysis of discipline-related content in elementary education journals. Behavioral Disorders, 28, 173-186.

Smith, S. W., Daunic, A. P., Miller, M. D., & Robinson, T. R. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base. Journal of Social Psychology. 142, 567-586.

Robinson, T. R., Smith, S. W., & Miller, M. D. (2002). Effect of a cognitive-behavioral intervention on responses to anger by middle school students with chronic behavior problems. Behavioral Disorders, 27, 256-271.

Smith, S. W., & Travis, P. (2001). Conducting social competence research: Considering conceptual frameworks. Behavioral Disorders, 26, 360-369.

Robinson, T. R., Smith, S. W., & Daunic, A. P. (2000). Middle school students’ views on the social validity of peer mediation. Middle School Journal, 31(5), 23-29.

Books & Book Chapters

Smith, S. W., & Yell, M. (under contract). A teacher’s guide to preventing behavior problems in the elementary classroom. Upper Saddle River, NJ: Allyn & Bacon.

Algozzine, R., Daunic, A. P., & Smith, S. W. (Eds.). (2010). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition). Thousand Oaks, CA: Corwin Press.

Smith, S. W., & Daunic, A. P. (2010). Cognitive-behavioral interventions in school settings. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 53-70). Thousand Oaks, CA: Corwin Press.

Daunic, A. P., & Smith, S. W. (2010).  Conflict resolution, peer  mediation, and bullying prevention. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 113-132). Thousand Oaks, CA: Corwin Press.

Daunic, A. P., Smith, S. W., & Algozzine, R. (2010).  Building and sustaining effective prevention practices. In R. Algozzine, A. P. Daunic, & S. W. Smith (Eds.). Preventing problem behaviors: A handbook of successful prevention strategies (2nd edition, pp. 213-221). Thousand Oaks, CA: Corwin Press.

Smith, S. W., & Taylor, G. (2010). Education of children with special needs: Emotional and behavioral disorders. In E. Baker, B. McGaw, & P. Peterson (Eds.) International Encyclopedia of Education. Oxford: Elsevier.

Smith, S. W., Graber, J., & Daunic, A. P. (2009) Cognitive-behavioral interventions for anger/aggression: Review of research and research-to-practice issues. In M. Mayer, R. Van Acker, J. Lochman, & F. Gresham (Eds.). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice (pp. 111-142). New York: Guilford.

Smith, S. W., & Robinson, T. R. (2007). Emotional or behavioral disorders. In Meyen, E & Bui, Y. (Eds.) Exceptional children in today’s schools: What teachers need to know. Denver, CO: Love.

Smith, S. W., & Daunic, A. P. (2006). Managing difficult behavior through problem solving instruction: Strategies for the elementary classroom. Boston, MA: Allyn & Bacon.

Polsgrove, L., & Smith, S.W. (2004). Informed practice in teaching self-control to children with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.) Handbook of research in emotional and behavioral disorders (pp. 399-425). New York: Guilford.

Smith, S. W. (2003). Conflict resolution. In Watson, T. S., & Skinner, C. H. (Eds.) Encyclopedia of school psychology. New York: Kluwer Academic/Plenum.

Selected Links

http://education.ufl.edu/cognitive-behavioral-research-group/

Professor

1408 Norman Hall
Gainesville, FL 32611-7050
phone: 352.273.4266
Fax 352.392.2655
pts@coe.ufl.edu

Research Biography

Most recently, my work has focused on change in the special education teacher labor market and its implications for policy makers and teacher educators. In U. S. public schools, fewer special education teachers are employed today than were employed 3 years ago. The reasons for the decline are unclear, although reductions in the number of students with disabilities served, changes in service delivery models, and the economic downturn are likely to be playing a role. Colleagues at Penn, Johns Hopkins, and, at UF, the Bureau of Economic and Business Research, and I are working to identify and quantify the variables that have contributed to the decline and well as the variables that have been or will be affected by it.

Degrees

Ph.D. – University of Minnesota, 1977, Educational Psychology

M.S. – University of Illinois, 1974, Special Education

A.B. – Dartmouth College, 1969, History

Key Professional Appointments

Associate Dean for Research, University of Florida, Office of Educational Research, 2005-2008

Director, University of Florida Center on Personnel Studies in Special Education, 2000-2005

Director, University of Florida Center for School Improvement, 1996-2001

Professor, University of Florida Department of Special Education, 1988-present

Chair, University of Florida Department of Special Education, 1988-1996

Activities & Honors

University of Florida, Faculty Achievement Recognition Award, 2007

University of Illinois, College of Education Alumni Association, Distinguished Alumni Award, 2007

Teacher Education Division of the Council for Exceptional Children, TED Publication Award, Volume 30, April, 2009

Grants

Principal Investigator, Project Invest: Optimizing Investments in Teacher Education Alternatives. January 1, 2005 to December 31, 2007. U. S. Department of Education, Office of Special Education Programs, $540,000.

Co-Principal Investigator (with Dr. Mary Brownell, Principal Investigator), National Center to Inform Policy and Practice in Special Education Professional Development. October 1, 2007, to September 30, 2012, $2,500,000.

Co-Principal Investigator (with Mary T. Brownell and Erica D. McCray), Research on Quality in Educating Special Education Teachers (Project ReQuEST): A Program to Prepare Leadership Personnel in Special Education. U. S. Department of Education, Office of Special Education, July 1, 2009 to June 30, 2113, $800,000.

Selected Publications

Brownell, M. T., Bishop, A. M., & Sindelar, P. T. (2005). NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools. Rural Special Education Quarterly, 24(1), 9-15.

Hardman, M. L., Rosenberg, M., & Sindelar, P. (2005). NCLB, IDEA, and alternative routes in preparation of rural special education teachers in high incidence areas. Rural Special Education Quarterly, 24(1), 16-22.

Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & van Hover, S. (2006). Learning from collaboration. The role of teacher qualities. Exceptional Children, 72, 169-187.

Rosenberg, M. S., & Sindelar, P. T. (2005). The proliferation of alternative routes to certification in special education: A critical review of the literature. Journal of Special Education, 39, 117-127.

Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children, 72, 317-331.

Blanton, L. L., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. Journal of Special Education, 40, 115-127.

Rosenberg, M. S., Boyer, K. L., Sindelar, P. T., & Misra, S. (2007). Alternative route programs to certification in special education:  What we know about program design, instructional delivery, and participant characteristics. Exceptional Children, 73, 224-241.

Sindelar, P. T., Bishop, A. G., Gill, M. G., Connelly, V., & Rosenberg, M. S. (2007). Getting teachers where they’re needed most: The case for licensure reciprocity. Teacher Education and Special Education, 30, 103-114.

Dai, C., Sindelar, P. T., Denslow, D., Dewey, J., & Rosenberg, M. S. (2007). Economic analysis and the design of alternative-route teacher education programs. Journal of Teacher Education, 58, 422-439.

Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33, 8-24.

Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76, 357-377.

Sindelar, P. T., Heretick, J., Hirsch, E., Rorrer, A., & Dawson, S. A. (2010). What district administrators need to know about state induction policy. Journal of Special Education Leadership, 23, 5-13.

Sindelar, P. T., Dewey, J. F., Rosenberg, M. S., Corbett, N. L., Denslow, D., & Lotfinia, B. (in press). Cost effectiveness of alternative route special education teacher preparation. Exceptional Children.

Selected Links

www.ncipp.org

website of NCIPP: The National Center to Inform Policy and Practice in Special Education Professional Development

Professor

1420 Norman Hall
PO Box 117050
Gainesville FL 32611
352-273-4290
Fax: 352-392-2655
dryndak@coe.ufl.edu

Professor, Curriculum, Teaching, & Teacher Education
Unified Elementary ProTeach

University of Florida
2215D Norman Hall
PO Box 117048
Gainesville FL 32611
352-273-4206
Fax: 352-392-9193
dross@coe.ufl.edu

Research Biography

Dr. Dorene Ross joined the faculty at the University of Florida in 1979 and is currently an Irving and Rose Fien Professor in the School of Teaching and Learning and a faculty partner in the Lastinger Center for Learning. She has a long history of work in teacher education with particular emphasis on preparing students to work with diverse student populations and played a leadership role in the design and implementation of the current Unified Elementary ProTeach program. Her current work is focused around engagement with schools and scholarship focused intensively around issues related to poverty and school reform. She works extensively in providing staff development in poverty schools and serves as a Professor-in-Residence at two poverty schools, which have both substantially raised achievement. Since 2003, Dr. Ross has worked with and assumed leadership roles within the Lastinger Center for Learning, an endowed center with a mission to improve the educational outcomes for elementary children particularly those living in poverty. Over the past five years the Center has developed a school improvement model that is now being used in 38 elementary schools in five Florida school districts.

Degrees

Ed.D. – University of Virginia, 1978, Early Childhood Education

M.Ed. – William and Mary, 1975, Elementary Education

B.A. – University of North Carolina-Chapel Hill, 1972, Childhood Education

Key Professional Appointments

Rose and Irving Fien Professor, University of Florida, 2008 – 2011

Professor, University of Florida, 1990-present

Associate Professor, University of Florida, 1984-1990

Activities & Honors

Undergraduate Teacher of the Year Award, College of Education,1993

Teaching Improvement Program Award, Univ. of Florida,1993

Scholarship of Engagement Award, College of Education, 2005

Grants

Principal Investigator. Unified Elementary and Middle School PROTEACH: Re-designing Teacher Education at the University of Florida (with Dr. Rodman Webb), 1997-2000, BellSouth Foundation, $250,000.

Principal Investigator. College Research Incentive Fund, 1999-2000. College of Education, University of Florida, $3,000.

Collaborating Partner. Project FLITE: Florida Leadership in Inquiry and Teacher Education, 2000-2003. U.S. Department of Special Education and Rehabilitation Services $800,000.

Grant writer. Preservice Teacher Development and Evaluation at the University of Florida, 1999-2000, Florida Department of Education, $199,639.

Co-principal Investigator. Extending the use of CBM in Florida, 2000, Florida Department of Education, $20,308.

Ready Schools Miami, Kellogg Foundation (with D. Pemberton, A. Adams, D. Lawrence, A. Sejeck). Funded for 5 years for $10,000,000 ($5,000,000 for UF-based work), 2006-2011. (UF Co-director and PI for research).

Lastinger Center Program Evaluation (Pemberton, D., Ross, D., Adams, A. and others), $450,000, 2006-2007 (Co-PI)

Selected Publications

Bondy, E. & Ross, D.D. (2005) Preparing for inclusive teaching: Meeting the challenges of teacher education reform. Albany, NY: SUNY Press.

Bondy, E. & Ross, D.D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.

Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., Kuhel, K., McCallum, C., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30 (2), 67-82..

Bondy, E., Ross, D., Gallingane, C., & Hambacher, E. (2007) Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education, 42(4), 326-348.

Brownell, M., Ross, D. D., Colon, E. P., McCallum, C. (2005) Critical features of special education teacher education: A comparison with general teacher education. Journal of Special Education, 38 (4), 242-252.

McLeskey, J. & Ross, D.D. (2004) The politics of teacher education in the new millennium: Implications for special education teacher educators. Teacher Education Special Education, 27 (4), 342-349.

Ross, D. D. & Blanton, L. (2004). Inquiry communities in special education teacher education. Teacher Education Special Education, 27(1), 15-23.

Ross, D. D., Stafford, L., Church-Pupke, P., & Bondy, E. (2006). Practicing Collaboration: What we learn from a cohort that functions well. Teacher Education and Special Education, 29(1), 32-41.

Ross, D.D., Halsall, S., Howie, S., & Vescio, V. (in press). No excuses: Preparing novice teachers for poverty schools. Teacher Education and Practice.

Ross, D.D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Being a “warm demander:” The role of insistence in fostering achievement motivation. Childhood Education, 84 (3), 142-146.

Ross, D.D., Hoppey, D., Halsall, S., McCallum, C., Hayes, S., & Hudson, R. (2005). Cohort use in teacher education: Benefits, barriers, and proposed solutions. Teacher Education and Practice, 18(3), 265-281.

Ross, D.D., Kamman, M. & Coady, M. (2008). Accepting responsibility for the learning of all students: What does it really mean? In M. Rosenberg, D. Westling, & J. McLeskey, J. (Eds.). Special education for today’s teachers: An introduction (pp. 52-81). Englewood Cliffs, NJ: Prentice Hall.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Associate Professor

1404 Norman Hall
PO Box 117040
Gainesville FL 32611
352-273-4281
Fax: 352-392-4443

jrepetto@coe.ufl.edu

Research Biography

I am an associate professor in the Department of Special Education at the University of Florida. I teach courses in transition and teaching strategies. My research interests lie in the areas of secondary/transition education relating to community, employment, and personal/social choices; middle school education; student at risk and virtual schooling; health care transition; and student outcomes.

Degrees

Ph.D. – University of Missouri, 1986, Special Education, Curriculum Development

M.A. – Washington University, 1976, Special Education

B.S. – University of Missouri, 1973, Special Education

Key Professional Appointments

Associate Professor, University of Florida, Department of Special Education, 1998-Present

Associate Professor and Graduate Coordinator, University of Florida, Department of Special Education, 2000-2002

Director, Florida Collaborative for Community Inclusion (FCCI), 2003-2004.

Assistant Director, Center for School Improvement, 2002-2003.

Director, The Transition Center at the University of Florida. 1999-2008

Activities & Honors

2007–Certificate of Recognition for Service to the International

Division on Career Development and Transition (Jeanne Repetto)

2007–Certificate of Recognition for Service to the International

Division on Career Development and Transition (the Transition Center at UF)

2006–International Division on Career Development and Transition

Donn Brolin Award for State Leadership and Service

2000–Transition Champion (Lifetime Achievement Award), Florida

Division on Career Development and Transition

1998–Teacher Improvement Portfolio, University of Florida, College

of Education

Grants

Crockett, J., Quinn, D., & *Repetto, J. (2007-2012). Project EXCEL:  Expanding the Capacity of Educational Leaders for Driving Change and Using Data in Special Education. U.S. Department of Education, Office of Special Education Programs,  $798,507.  *Co-PI for final year of grant

Repetto, J., (Principal Investigator), & McGorray, S. (2009-2010).  High School Exit Survey for General Education Students.  Funded (2009-2010).  Florida Department of Education, $29,572.

Repetto, J. (Principal Investigator), & Andrews, D. (2007-2008). Career Development and Transition Project.  Florida Department of Education, $766,120.

Repetto, J. (Principal Investigator), & Andrews, D. Career Development and Transition Project.  Florida Department of Education, $766,892.

Andrews, D., Repetto, J.,(Principal Investigator), & Schwartz, S. (2005-2006).  Hiring Practices.  Florida Developmental Disabilities Council, $105,000.

Repetto, J. (Principal Investigator), & Andrews, D. (2005-2006).  Career Development and Transition Project.  Florida Department of Education, $728,000.

Repetto, J. (Principal Investigator), & Andrews, D. (2004-2005).  Career Development and Transition Project.  Florida Department of Education,  $773,000.

Andrews, D., Lubbers, J., Gritz, S., Repetto, J.  (Principal Investigator), & Gravan, C.  (2004-2005).  The Florida Transition Website for Youth with Developmental Disabilities.  Florida Developmental Disabilities Council, $115,600.

Andrews, D, & Repetto, J. (Principal Investigator).  (2004-2005).  Volunteer Florida Project.  Corporation for National and Community Service,   $10,000.

Andrews, D., & Repetto, J. (Principal Investigator). (2004-2005).  The National Service Inclusion Project.  Institute for Community Inclusion –University of Massachusetts Boston, $6,000.

Andrews, D., Repetto, J. (Principal Investigator), & Schwartz, S. (2003-2005).  Hiring Practices 2.  Florida Developmental Disabilities Council.  $110,000.

Selected Publications

Books, Co-authored

Repetto, J., Webb, K., Neubert, D., & Curran, C. (2006). The middle school experience: Successful Teaching and Transition Planning for Diverse Learners.  Austin, TX: Pro-Ed. (240 pages)

Books, Contributor of Chapters

Repetto, J. (in press). Middle school transition planning and services. In Wehmeyer, M. and Webb, K., (Eds.).  Handbook of transition for youth with disabilities. New York: Routledge, Taylor and Francis Publications. (37 manuscript pages)

Repetto, J., & Andrews, D.,  (in press). Career development and vocational education. In Wehmeyer, M., and Webb, K., (Eds.).  Handbook of transition for youth with disabilities. New York: Routledge, Taylor and Francis Publications. (37 manuscript pages)

Repetto, J.B., (2008).  Transition to living.  In Parillo, V. (Eds.). Encyclopedia of social rroblems. Thousand Oaks, CA:  Sage Publications. (6 pages)

Refereed Publications

Repetto, J., Horky, S.,  Miney, A., Reiss, J., Saidi, A., Wolcott, L., Saldana, P., & *Jaress, J. (accepted). Expanding transition to serve students with invisible chronic illness.  Career Development for Exceptional Individuals.

Repetto, J., McGorray, S., Podmostko, M., Andrews, D., Wang, H., Lubbers, S., & Gritz, S.  (in press).  What students with and without disabilities report as they leave high school. Career Development for Exceptional Individuals. (25 manuscript pages).

Repetto, J., Cavanaugh, C., Wayer, N., & Liu, F. (2010). Virtual high schools: Improving outcomes for students with disabilities. Quarterly Review of Distance Education, 11(2), 91-104.

Lubbers, J., Repetto, J., & McGorray, S. (2008). Perceptions of transition barriers, practices, and solutions in Florida. Remedial and Special Education. 29 (5), 280-292.

Mulvihill, P., Gritz, S., Andrews, D., & Repetto, J. (2008).Hiring Practices Initiative: Uncovering an untapped employment pool. ERS Spectrum. 26 (2), 13-19.

Repetto, J., Gibson, R., Lubbers, J., Gritz, S., & Reiss, J. (2008).  A statewide study of knowledge and attitudes regarding health care transition. Career Development for Exceptional Individuals. 31 (1), 5 – 13.

Repetto, J., Gibson, R., Lubbers, J., Gritz, S., & Reiss, J. (2008). Practical applications of confidentiality rules to health care transition instruction. Remedial and Special Education. 29 (2), 118-126.

Repetto, J. (2003). Transition for living.  Exceptionality, 11(2), 77-87.

Senior Lecturer

University of Florida
1410 Norman Hall
PO Box 117050
Gainesville FL 32611
352-273-4267
Fax: 352-392-2655
nelsonma@coe.ufl.edu

Degrees

2001 – Doctor of Philosophy, University of Florida, Gainesville, FL

1975 – Master of Education, Special Education University of Florida, Gainesville, FL

1973 – Bachelor of Education, English Education University of Florida, Gainesville, FL

Grants

Kenney, S., Heaston, A., Nelson, M. A., & Zwald, V. (2001). Collaborating across boundaries for diverse populations: A cooperative effort by general educators and special educators from university and public school settings. Approved and funded by Georgia Learning Resources System for 2002-2003.

Selected Publications

Nelson, M. A., & Daniel, M. L. (2004). Introduction to special education. Jacksonville, FL: Pearson Custom Publishing.

Cox, P. & Nelson, M.A. (Spring/Summer 2005). Perceptions of preservice teachers: Accommodating students with disabilities. Florida Journal of Teacher Education VIII, 1-10.