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Brownell, Mary



Professor and Director, Collaboration for Effective Educator Development, Accountability, and Reform Center
School of Special Education, School Psychology and Early Childhood Studies

College of Education
University of Florida
298 Norman Hall
PO Box 117050
Gainesville, FL 32611
Phone: 352-273-4261
Fax: 352-392-2655
mbrownell@coe.ufl.edu

Research Biography

Mary Brownell, Ph.D., is a Professor of Special Education at the University of Florida and Director of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center), an OSEP funded project designed to improve the preparation of teachers and leaders working with students with disabilities. Dr. Brownell has secured multiple grants (totaling over 42 million dollars) from the U.S. Department of Education (U.S. DOE), Office of Special Education Programs and Institute for Education Sciences to support research and technical assistance aimed at improving teaching quality for students with disabilities. Specifically, she has studied issues related to teacher education, teacher assessment, professional development, and teacher attrition. Dr. Brownell’s research efforts have culminated in numerous refereed publications, book chapters, books, and presentations. She and her colleagues edited the first Handbook of Research on Special Education Teacher Preparation, and she recently authored a chapter for the prestigious Handbook for Research on Teaching, published by the American Educational Research Association. She has been recognized nationally for her leadership and research, winning the TED Pearson Award for Excellence in Teacher Education, the Division for Research Hallahan and Kauffman Distinguished Researcher Award, and the David Imig Teacher Achievement Award for lifetime achievement in teacher education. Dr. Brownell is also a devoted teacher and doctoral student mentor. She has received two awards for her undergraduate teaching and a university wide award for mentoring doctoral students. For relaxation, Dr. Brownell enjoys dancing, weight lifting, hiking, long walks on the beach, and time with family.

Degrees

Ph. D. – University of Kansas, Lawrence, Kansas, Special Education, 1990

M. A. – Texas Woman’s University, Denton, Texas, Music Therapy, 1982

B. A. – Duquesne University, Pittsburgh, Pennsylvania, Music Therapy, Music Education, 1979

Key Professional Appointments

Professor, Department of Special Education, University of Florida, 2005-present

Director, Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center), Department of Special Education, University of Florida, 2013-present

Director, National Center to Inform Policy and Practice in Special Education Professional Development, 2007-present

Irving and Rose Fien Endowed Professor in Education, 2008-2012

Awards

David Imig Award for Achievement in Teacher Education, American Association of Colleges of Teacher Education, 2015

Kauffman-Hallahan Distinguished Researcher Award, Division for Research, Council for Exceptional Children, 2014

TED Pearson Award for Excellence in Teacher Education, Teacher Education Division of the Council for Exceptional Children, 2013

Doctoral Mentoring Award, University of Florida, 1 of 5 faculty recognized at the university for their work with doctoral students, 2010

Grants

Validating an Observation Protocol for the Evaluation of Special Educators. (Directed Priority in Professional Development). U.S. Department of Education, Institute of Education Sciences. Co-Principal Investigator with Dr. Nathan Jones and Dr. Courtney Bell. Funded April 2015. $1,200,000.

Project STEEP: Studying Teacher Effectiveness, Education, and Policy. U.S. Department of Education, Office of Special Education and Rehabilitation Services. Principal Investigator with Dr. Paul Sindelar and Dr. Erica McCray. Funded October 2014. $1,250,000.

Collaboration for Educator Development, Accountability and Reform: CEDAR Center. U.S. Department of Education, Office of Special Education and Rehabilitation Services. Principal Investigator with Dr. Paul Sindelar, Dr. Erica McCray, and American Institutes for Research. Funded January 2013. $25,000,000.

Using Multimedia to Improve Middle School Science and Special Education Teachers’ Use of Evidence-Based Vocabulary Practices, and the Impact on Vocabulary Performance of Students with Disabilities. (Early Career Competition). U.S. Department of Education, Institute of Education Sciences. Faculty mentor with Dr. Michael Kennedy. Funded September 2012. $400,000.

Research on Quality and Educating Special Education Teachers (Project ReQuEST). U.S. Department of Education, Office of Special Education and Rehabilitation Services. Principal Investigator with Dr. Erica McCray* and Dr. Paul Sindelar. Funded April 2009. $800,000.

Project LITERACY: Literacy Intervention in Teacher Education for Reaching All Children and Youth. (Preparation of Leadership Personnel). U.S. Department of Education, Office of Special Education Programs. Research Associate with Dr. Holly Lane and Dr. James McLeskey. Funded January 2008. $800,000.

National Center to Inform Policy and Practice in Special Education Professional Development. U.S. Department of Education, Office of Special Education and Rehabilitation Services. Principal Investigator with Dr. Paul Sindelar. Funded October 2007. $2,500,000.

The Influence of Collaborative Professional Development Groups and Coaching on the Literacy Instruction of Upper Elementary Special Education Teachers. (Goal Two Teacher Quality Competition). U.S. Department of Education, Institute for Education Sciences. Principal Investigator with Drs. Jamie Algina, Anne Bishop, Janette Klingner, and Diane Haager. Funded July 2007. $2,049,000.

Selected Publications

Books

Sindelar, P. T., McCray, E., Brownell, M. T., & Lignugaris/Kraft, B. (2014). Handbook of research on special education teacher preparation. New York, NY: Routledge.

Billingsley, B., Brownell, M. T., Israel, M., & Kamman, M. (2013). The new special educator’s survival guide. San Francisco, CA: Josey-Bass.

Brownell, M. T., Crockett, J., Smith, S., & Griffin, C. (2012). Using evidence and collaborative inquiry as the foundation for responsive inclusive instruction. Invited book in a series edited by Steven Graham and Karen Harris for Guilford Press.

Book Chapters

Brownell, M. T., Chard, D., Benedict, A., & Lignugaris/Kraft, B. (in press). Preparing general and special education teachers for response to intervention: A practice-based approach. In P. Pullen & M. Kennedy (Eds.), Handbook of response to intervention and multi-tiered instruction. New York, NY: Routledge.

Klingner, J. K., Brownell, M. T., Mason, L. H., Sindelar, P. T., Benedict, A. E. with Griffin, G. G., Lane, K., Israel, M., Oakes, W. P., Menzies, H. M., Germer, K., & Park, Y (in press). Teaching students with special needs in the new millenium. In D. Gitomer & C. Bell (Eds.), Handbook for research on teaching (5th ed.).

Kiely, M. T., Brownell, M. T., Lauterbach, A. A., & Benedict, A. E. (2015). Teachers’ beliefs about students with special needs and inclusion. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 475-491). New York, NY: Routledge.

Brownell, M. T., & Leko, M. (2014). Preparing special educators to teach literacy: A review of the research. In P. T. Sindelar, E. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 255-270). New York, NY: Routledge.

Brownell, M. T., Steinbrecher, T., Kimerling, J., Park, Y., Bae, J., & Benedict, A. (2014). Dimensions of teacher quality in general and special education. In P. T. Sindelar, E. McCray, M. T. Brownell, & B. Lignugaris/Kraft, (Eds.), Handbook of research on special education teacher preparation (pp. 423-444). New York, NY: Routledge.

Sindelar, P. T., McLeskey, J., & Brownell, M. T. (2012). Stanley Deno’s contributions to teacher education scholarship and practice. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Wayman (Eds.), A measure of success: The influence of curriculum-based measurement on education (pp. 261-264). Minneapolis, MN: University of Minnesota Press.

Brownell, M. T., Lauterbach, A., Benedict, A., Bettini, E. F., Murphy, K., & Stephens, J. (2012). Preparing teachers to effectively deliver reading instruction and behavioral supports in response to intervention frameworks. In B. Cook, M., Tankersley, & T. Landrum (Eds.), Advances in learning and behavioral disabilities (Vol. 25, pp. 247-277). Bingley, UK: Emerald Group Publishing.

Brownell, M. T., Billingsley, B., McLeskey, J., & Sindelar, P. T. (2012). Teacher quality and effectiveness in an era of accountability: Challenges and solutions in special education? In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (pp. 260-280). New York, NY: Routledge.

Leko, M. M., Brownell, M. T., & Lauterbach, A. (2010). High-incidence disabilities. In R. T. Boon & V. G. Spencer (Eds.), Best practices for the inclusive classroom: An evidence-based guide for teachers (pp. 25-50). Austin, TX: Prufrock Press.

Articles

Leko, M. M., Brownell, M. T., Sindelar, P. T., & Kiely, M. T. (in press). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children.

Brownell, M. T., & Jones, N. D. (in press). Teacher evaluation in special education: Potential Approaches, supporting research, and challenges confronted. Journal of Special Education Leadership.

Urbach, J., Moore, B. A., Klingner, J. K., Galman, S., Haager, D., Brownell, M. T., & Dingle, M. (in press). “That’s my job:” Comparing the beliefs of more and less accomplished special educators related to their roles and responsibilities. Teacher Education and Special Education.

Leko, M. M., Kiely, M. T., Brownell, M. T., Osipova, A., Dingle, M. P., & Mundy, C. (2015). Understanding special educators’ learning opportunities in collaborative groups: The role of discourse. Teacher Education and Special Education, 38(2), 138-157.

Jones, N. D., & Brownell, M. T. (2014). Assessing the viability of using classroom observations in the evaluation of special education teachers. Assessment for Effective Intervention, 39, 112-124.

Benedict, A. E., Brownell, M. T., Park, Y., Bettini, E. A., & Lauterbach, A. A. (2014). Becoming an effective teacher of students with disabilities: What are you aiming for? Teaching Exceptional Children, 46, 147-157.

Park, Y., Benedict, A., & Brownell, M. T. (2014). Construct and predictive validity of the CORE Phonics Survey: A diagnostic assessment for students with specific learning disabilities. Exceptionality: A Special Education Journal, 22, 33-50.

Brownell, M. T., Lauterbach, A., Dingle, M. D., Boardman, A. G., Urbach, J. E., & Leko, M. M. (2014). Individual and contextual factors influencing special education teacher learning in Literacy Learning Cohorts. Learning Disability Quarterly, 37, 31-44.

Liu, G., Zhang, S., Zhang, J., Lee, C., Wang, Y., & Brownell, M. T. (2013). Autonomous motivation and Chinese adolescents’ creative thinking: The moderating role of parental involvement. Creativity Research Journal, 25, 446-456.

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.

Carlson, E., Li, T., Jenkins, F., & Brownell, M. T. (2013). Literacy development for young children with disabilities: The interactions of phonemic awareness, vocabulary, decoding, and reading comprehension. The Journal of Educational Research, 106, 120-131.

Leko, M., Brownell, M. T., Sindelar, P. T., & Murphy, K. (2012). Promoting preservice special education preservice teacher expertise. Focus on Exceptional Children, 44, 1-17.

Brownell, M. T., Griffin, C. G., Leko, M. M., & Stephens, J. (2011). Improving collaborative teacher education research: Creating tighter linkages. Teacher Education and Special Education, 34, 235-249.

McCray, E. D., Rosenberg, M. S., Brownell, M. T., deBettencourt, L., Leko, M., & Long, S. (2011). School-university partnerships for special education teacher preparation. Journal of Special Education Leadership, 24, 47-58.

Dingle, M., Brownell, M. T., Leko, M. M., Boardman, A. G., & Haager, D. (2011). Developing effective special education reading teachers: The influence of professional development, context, and individual qualities. Learning Disability Quarterly, 34, 1-15.

Leko, M., & Brownell, M. T. (2011). Understanding the various influences on special education preservice teachers’ appropriation of conceptual and practical tools for teaching reading. Exceptional Children, 77, 229-251.

Bishop, A. G., Brownell, M. T., Menon, S., Galman, S., & Leko, M. (2010). Understanding the Influence of personal attributes, preparation, and school environment on beginning special education teachers’ classroom practices during reading instruction. Learning Disability Quarterly, 33(2), 75-93.

Klingner, J. K., Urbach, J., Golos, D., Brownell, M. T., & Menon, S. (2010). Teaching reading in the 21st century: A glimpse at how special education teachers promote reading comprehension. Learning Disability Quarterly, 33(2), 59-75.

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. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76(3), 357-377.

Selected Links

ceedar.education.ufl.edu