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McCray, Erica

McCrayDONEAssociate Professor
School of Special Education, School Psychology and Early Childhood Studies

College of Education
University of Florida
1415 Norman Hall
PO Box 117050
Gainesville, FL 32611
(P) 352-273-4264
(F) 352.392.2655

Research Biography

Erica D. McCray is an Associate Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. She earned her doctorate at the University of South Florida, Tampa. Dr. McCray’s experience as a special educator for students with behavioral and learning disabilities in elementary and middle school settings led to her interest in teacher quality and faculty development in the context of diversity. She has conducted studies with teachers, leaders, students, and education faculty. Dr. McCray is currently co-principal investigator of the CEEDAR Center, an Office of Special Education Programs funded technical assistance project.


Ph.D.–University of South Florida, Tampa, Curriculum & Instruction: Special Education, 2006

M.A.–University of South Florida, Tampa, Special Education, 2002

B.A.–University of South Florida, Tampa, Psychology, 1998

Key Professional Appointments

Associate Professor, University of Florida, Special Education: 2013-Present

Assistant Professor, University of Florida, Special Education: 2007-2013

Co-Director, Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center


2012 UF Excellence Award for Assistant Professors

Literati Network Awards for Excellence 2012 Outstanding Author Contribution

2008-2009 College of Education Undergraduate Teacher of the Year


Project Studying Teacher Effectiveness, Evaluation, and Policy (STEEP) (1,250,000; 2014-2019). OSEP-funded leadership preparation grant intending to train four doctoral students to conduct research on teacher education, teacher evaluation, and related policy in the field of special education (Co-PI with Mary Brownell, Paul Sindelar, and Nancy Corbett).

Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center ($25,000,000; 2013-2018). OSEP-funded national technical assistance center designed to promote, support, and reinforce teacher and leader effectiveness across the career continuum and ensures that students with disabilities achieve college and career readiness standards in inclusive settings (Co-PI with Mary Brownell and Paul Sindelar).

Selected Publications

Little, M., Sobel, D., McCray, E. D., & Wang, J. (2015). Redesigning Personnel Preparation: Lesson Learned and Considerations for Program Enhancement. Teacher Education and Special Education.

McCray, E.D., Butler, T.W., & Bettini, E.* (2014). What are roles of general and special educators in inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine, (Eds.) Handbook of research and practice for effective inclusive schools (pp. 80-93). New York: Routledge.

Correa, V. I., Alvarez McHatton, P., McCray, E. D., & Baughan, C. C. (2014). Preparing teachers to work with diverse populations. In P.T. Sindelar, E. D. McCray, M.T. Brownell, & B. Lignugaris/Kraft, (Eds.) Handbook of Research on Special Education Teacher Preparation (pp. 194-214). New York: Routledge.

Kozleski, E. B., Artiles, A. J., McCray, E. D., & Lacy, L.* (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In P.T. Sindelar, E.D. McCray, M.T. Brownell, & B. Lignugaris/Kraft, (Eds.) Handbook of Research on Special Education Teacher Preparation (pp. 113-126). New York: Routledge.

Lignugaris/Kraft, B., Sindelar, P. T., McCray, E. D., & Kimerling, J.* (2014). The “wicked question” of teacher education effects and what to do about it. In P.T. Sindelar, E.D. McCray, B. Lignugaris/Kraft, & M.T. Brownell (Eds.), Handbook of research on special education teacher preparation (pp. 461-471). New York: Routledge.

Israel, M., Kamman, M. L., McCray, E. D., & Sindelar, P. T. (2014). Mentoring in action: The interplay between professional assistance, emotional support, and teacher evaluation. Exceptional Children, 81(4), 45-63.

Shealey, M. W., McHatton, P. A., McCray, E., & Thomas, U. (2014). “Sista doctas” taking a seat at the table: Advocacy and agency among women of color in teacher education. NASPA Journal About Women in Higher Education, 7(1), 19-46.

Steinberg, M. A., & McCray, E. D. (2012). Listening to their voices: Middle Schoolers’ Perspectives of Life in Middle School. The Qualitative Report, 17(Art. 68), 1-14. Retrieved from http://www.nova.edu/ssss/QR/QR17/steinberg.pdf

McHatton, P. A., & McCray, E. D. (2013). Diversity: Beyond tolerance. In R. L. Smith & D. Skarbek (Eds.), Professional teacher dispositions: Additions to the mainstream (pp. 51-66). Lanham, MD: Rowman & Littlefield Education.

McCray, E. D. (2012). Learning while teaching: A case study of beginning special educators completing a Master of Arts in Teaching. Teacher Education and Special Education, 35(3), 166-184. doi:

Selected Links

The CEEDAR Center: www.ceedar.org