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Benedict, Amber E.



Clinical Assistant ProfessorBenedict
School of Special Education, School Psychology and Early Childhood Studies
College of Education

University of Florida
134G Norman Hall
PO Box 117050
Gainesville FL 32611
Phone: 352-294-2224

aebenedict@coe.ufl.edu

Research Biography

Amber Benedict is a Clinical Assistant Professor for the School of Special Education, School Psychology, and Early Childhood Studies, College of Education, at the University of Florida.  Her research focuses on teacher education and issues of teaching quality for students with high incidence disabilities.  Her recent research investigates how general and special education teachers’ professional learning opportunities contribute to their students’ achievement in the area of reading.  Dr. Benedict has published articles in Exceptionality, Learning Disabilities Quarterly, Teaching Exceptional Children, Intervention School and Clinic, ect.  She is committed to collaborative grant writing and is the co-principal investigator of Project Integrate, an IRIS Impact Research Study.

Degrees

Ph. D.:  University of Florida, Gainesville, Florida (2014);

Majors:  Special Education Learning Disabilities & Literacy and Special Education Teacher Quality

M. A.:  University of Northern Iowa, Cedar Falls, Iowa (2006)

Major:  Special Education High Incidence Disabilities

B. A.:  University of Northern Iowa, Cedar Falls, Iowa (2004)

Major:  Elementary Education

Minor:  Special Education Learning Disabilities

Key Professional Appointments

Clinical Assistant Professor, School of Special Education, School Psychology, and Early Childhood Studies, College of Education, University of Florida, Gainesville, FL. 2017-Present

Post-Doctoral Associate, Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center), Department of Special Education, University of Florida, Gainesville, FL. 2014-2017

Research Assistant, Project ReQuEST: Research on Quality in Special Education Teachers, supervised by Dr. Mary Brownell, Dr. Paul Sindelar, and Dr. Erica McCray, Department of Special Education, College of Education, University of Florida, Gainesville, FL. 2010-present

Research Assistant, The Influence of Collaborative Professional Development Groups and Coaching on the Literacy of Upper Elementary Special Education Teachers, supervised by Dr. Mary Brownell, Department of Special Education, College of Education, University of Florida, Gainesville, FL. 2010-2012

Special Education Teacher, students with varying exceptionalities grades 1-4, Grove Park Elementary, Orange Park, FL. 2009-2010

Special Education Teacher, for students with high incidence disabilities grades 5-8, Old Vail Middle School, Vail, AZ. 2006-2009

Activities & Honors

Council of Exceptional Children – Division for Research’s Doctoral Student Scholar–2014

University of Florida Outstanding Graduate Professional Practice Award–2013

University of Florida Project ReQuEST (Research on Quality in Special Education Teachers) Research Fellowship–2010-Present

University of Northern Iowa Graduate Assistantship–2004-2006

Grants

Project Integrate: Increasing the Use of Evidence-Based Practices in Content Area Instruction for Teams of Preservice Special Education Teachers. IRIS Impact Study Initiative; Purdue University in Lafayette, Indiana, (Co Principal Investigator with Dr. Carly Roberts). Funded May 2014 $5,000.

Project Morphological Awareness in Practice (MAP): Supporting secondary science teachers’ to integrate morphological awareness during content area instruction.  Research Fellowship Proposal: University of Massachusetts, Amherst, MA.  (Research assistant with Principal Investigator Alexandra Lauterbach). Research Assistant. Funded May 2014 $5,000.

Project Morphological Awareness in Practice (MAP): Supporting secondary science teachers’ to integrate morphological awareness during content area instruction.  Research Fellowship Proposal: University of Massachusetts, Amherst, MA.  (Research assistant with Principal Investigator Alexandra Lauterbach). Research Assistant. Funded May 2013 $15,000.

Cognitive and Language Predictors of Response to Morphological Awareness Instruction in Third Grade Students with Decoding Deficits. College Research Incentive Fund, College of Education, University of Florida, (Research assistant with Principal Investigator Mary Brownell). Research Assistant.  Funded May 2012 $15,000.

Selected Publications

Refereed Publications

Benedict, A. E., Brownell, M. T., Park, Y., Bettini, E. A., & Lauterbach, A. A. (2014).  Taking charge of your professional learning: Tips for cultivating special educator expertise. Teaching Exceptional Children, XX(X), XX-XX.

Benedict, A., Parks, Y., & Brownell, T. M., Lauterbach, A. A., Kiely, M. T. (2013). Using lesson study to align elementary literacy instruction within the RTI framework. Teaching Exceptional Children, 45 (5), 22–31.

Benedict, A., Thomas, R., Kimerling, J. & Leko, C. (2013). Trends in teacher evaluation: What every special education teacher should know. Teaching Exceptional Children, 45(5), 60-68.

Brownell, M. T., Lauterbach, A., Dingle, M. P., Boardman, A. G., Urbach, J. E., Leko, M., Benedict, A. E., & Parks, Y. (in Press). Individual and contextual factors influencing special education teacher learning in literacy learning cohorts. Learning Disability Quarterly.

Park, Y., Benedict, A., & Brownell, M. T. (2014). Identification of sub-skills of CORE Phonics Survey: what are the practical Implications for assessing students with reading difficulties? Exceptionality: A Special Education Journal, XX(X), XX-XX.

Book Chapters

Klingner, J. K., & Brownell, M. T., Mason, L., Sindelar, P., Benedict, A., Griffin, C., Lane, K., Israel, M., Oakes, W., Menzies, H., Germer, K. (in preparation). Teaching Students with Special Needs in the New Millennium. In D. Gittomer & C. Bell (Eds)., Handbook of Research on Teaching. American Educational Research Association. Washington, D.C.

Brownell, M.T., Stienbrecker, T., Kimmerling, J., Park, Y., Bae, J., Benedict., A. E. (2014).  Special Education Teacher Effectiveness.  Handbook of Special Education Research.

Kiely, M. T., Brownell, M. T., Benedict, A. E., & Lauterbach, A. A. (2014). Teachers’ Beliefs about Students with Special Needs and Inclusion. Handbook of Research on Teacher Beliefs.

Brownell, M. T., Lauterbach, A., Benedict, A. E., Bettini, E., Murphy, K., Stephens. (2012). Preparing teachers to effectively deliver reading instruction and behavioral supports in response to intervention frameworks. Advances in Learning and Behavior Disabilities.