Kristi Cheyney-Collante
Clinical Associate Professor of Special Education; Graduate Coordinator, SESPECS; Assistant Director, University of Florida Literacy Institute (UFLI); Program Coordinator, EdD in Special Education
Phone
294-6970
Address
P.O. Box 117050
Gainesville, FL 32611
Connect
About
Dr. Cheyney-Collante is a Clinical Associate Professor in the School of Special Education, School Psychology, and Early Childhood Studies (SESPECS). She provides leadership in teaching through her administrative, teaching, research, and service roles.As the Graduate Coordinator of SESPECS, she supports several hundred active graduate students across 11 graduate programs. She is also the Program Coordinator for the EdD in Special Education, where she serves as the primary advisor for between 45- 55 students, directs program recruitment and retention activities, oversees admissions, and coordinates course and program development efforts.
In her role as Assistant Director at UFLI, Dr. Cheyney-Collante facilitates UFLI Community of Practice activities and coordinates current grant projects. She serves as Co-PI and Co-Director of Project DECODE an OSEP funded personnel preparation grant designed to provide interdisciplinary preparation for special education M.Ed. students and school psychology Ed.S students (PI: Holly Lane, $1,250,000). She is also the Co-PI and Project Coordinator for Project READERS, a U.S. Department of Education, Office of Special Education Programs (OSEP) leadership grant (PI: Holly Lane, $1,250,000).
In addition to these administrative roles, Dr. Cheyney-Collante's higher education teaching and course development experience includes over 40 distinct courses across arange of early intervention, special education, and literacy content, and supervision of hundreds of interns. Dr. Cheyney-Collante's scholarship efforts focus on early literacy teaching and learning, particularly in communities experiencing systemic inequities in access to effective instruction. In addition to book chapters and journal articles, she has exhibited multiple photographic installations, photo essays, and other creative projects that highlight the experiences of young children and their families, and the teachers that serve them. All of these professional accomplishments are enhanced by her commitment to service through numerous SESPECS, COE, University, DOE, and professional organization committees and advisory boards.
In her role as Assistant Director at UFLI, Dr. Cheyney-Collante facilitates UFLI Community of Practice activities and coordinates current grant projects. She serves as Co-PI and Co-Director of Project DECODE an OSEP funded personnel preparation grant designed to provide interdisciplinary preparation for special education M.Ed. students and school psychology Ed.S students (PI: Holly Lane, $1,250,000). She is also the Co-PI and Project Coordinator for Project READERS, a U.S. Department of Education, Office of Special Education Programs (OSEP) leadership grant (PI: Holly Lane, $1,250,000).
In addition to these administrative roles, Dr. Cheyney-Collante's higher education teaching and course development experience includes over 40 distinct courses across arange of early intervention, special education, and literacy content, and supervision of hundreds of interns. Dr. Cheyney-Collante's scholarship efforts focus on early literacy teaching and learning, particularly in communities experiencing systemic inequities in access to effective instruction. In addition to book chapters and journal articles, she has exhibited multiple photographic installations, photo essays, and other creative projects that highlight the experiences of young children and their families, and the teachers that serve them. All of these professional accomplishments are enhanced by her commitment to service through numerous SESPECS, COE, University, DOE, and professional organization committees and advisory boards.
Affiliations
- School of Special Education School Psychology and Early Childhood Studies
- University of Florida Literacy Institute
Research Interests
Children and Poverty, Language and Literacy Development, Literacy, Qualitative Research, Reading, Teacher Evaluation
Education
- 2015: PhD in Special Education, University of Florida: Gainesville, Florida Minor in Research and Evaluation Methodology, Emphasis in Reading, Early Literacy, and Teacher Education
- 2009: Educational Technology Graduate Certificate- Online Teaching & Learning University of Florida: Gainesville, Florida
- 1995: Bachelor of Music The University of Miami: Coral Gables, Florida
Professional Appointments
- 2023 – present: Clinical Associate Professor, UF – SESPECS
- 2023 – present: Graduate Coordinator, UF – SESPECS
- 2022 – present: Program Coordinator, EdD in Special Education, UF - SESPECS
- 2021 – present: Assistant Director, University of Florida Literacy Institute
- 2021- 2022: Program Coordinator, PhD in Special Education, UF - SESPECS
- 2019 – 2022: Coordinator of Research, University of Florida Literacy Institute
- 2018 – 2023: Clinical Assistant Professor, UF - SESPECS
- 2015 –2018 Assistant Professor (Tenure Tracked) Santa Fe College
- 2008 – 2011: Coordinator/Instructor, Educator Preparation Institute (EPI), FloridaGateway College
Activities and Honors
- 2023-2024 Rosser Educator Excellence Award
- Consulting Editor for the journal Intervention in School and Clinic
- Chair of the Diversity Caucus under the Teacher Education Division of the Council for Exceptional Children (TED – CEC)
- Mentor, UF’s Preparing Future Faculty Program
- Royal Palm Literary Award Winner for Short Fiction (2011)
- Royal Palm Literary Award Winner for Non-fiction (2009)
Selected Grants
Project DECODE
Role
- Co-PI/Co-Director
Funding Agency
- US DOE - OSEP
Project Period
- 2022 - 2026
Award Amount
- $1,250,000
Project READERS
Role
- Co-PI/Project Coordinator
Funding Agency
- US DOE - OSEP
Project Period
- 2022 - 2026
Award Amount
- $1,250,000
Connections Early Childhood Professional Development Project
Role
- PI
Funding Agency
- US DHHS -ACF
Project Period
- 2006 - 2007
Award Amount
- $50,000
Project SET SAIL
Role
- PI
Funding Agency
- US DOE - IES
Project Period
- unfunded (2006 - 2007)
Development of Core Instruction in Decoding and Encoding Skills: UFLI Foundations
Role
- Co-PI
Funding Agency
- US DOE - IES
Project Period
- unfunded (2021)
Project READERS: Reading Educator Advancement, Development, and Efficacy Research Scholars
Role
- Co-PI/Project Coordinator
Funding Agency
- U.S. Department of Education, Office of Special Education Programs' Personnel Development to Improve Services and Results for Children with Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel. (CFDA # 84.325D)
Project Period
- Submitted (2022)
Project SET SAIL: Supporting Elementary Teachers through Summer Adventures in Literacy
Role
- Co-PI
Funding Agency
- U.S. Department of Education, Institute for Education Science, National Center for Special Education Research, Research to Accelerate Pandemic Recovery in Special Education (ALN #84.324X)
Project Period
- Submitted (2021)
Development of Core Instruction in Decoding and Encoding Skills: UFLI Foundations
Role
- Co-PI
Funding Agency
- U.S. Department of Education, Institute for Education Science, National Center for Special Education Research, Education Research Grants (ALN #84.305A)
Project Period
- Submitted (2021)
Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators.
Role
- Co-PI/Project Coordinator
Funding Agency
- U.S. Department of Education, Office of Special Education Programs' Personnel Development to Improve Services and Results for Children with Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs (CFDA # 84.325K, Focus Area B).
Project Period
- Unfunded (2021).
Project READERS: Reading Educator Advancement, Development, and Efficacy Research Scholars.
Role
- Co-PI/Project Coordinator
Funding Agency
- U.S. Department of Education, Office of Special Education Programs' Personnel Development to Improve Services and Results for Children with Disabilities—Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel. (CFDA # 84.325D).
Project Period
- Unfunded (2021).
Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators.
Role
- Co-PI
Funding Agency
- U.S. Department of Education, Office of Special Education Programs' Personnel Development to Improve Services and Results for Children with Disabilities—Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs (CFDA # 84.325K, Focus Area B).
Project Period
- Unfunded (2020)
Selected Publications
Articles
- Cheyney-Collante, K., Chapman, L., & Duggins, S. (in press) “We’re not walking schools.”: Storying the pandemic schooling experiences of mothers of children with disabilities. The Qualitative Report.
- Cheyney-Collante, K., Gonsalves, V., & Giuliani, S. (2022). A multiple-case study of participants enrolled in an online graduate certificate in dyslexia assessment and intervention. Teacher Education and Special Education, 45(3), 246 – 264. https://doi.org/10.1177/08884064211050344v
- Cheyney-Collante, K. (April, 2021). Twenty-five books a day: Literacy events in subsidized childcare. The Journal of Early Literacy Research. https://doi.org/10.1177/14687984211010273
- Cheyney-Collante, K., Gonsalves, V., Duggins, S.E., Bader, J. (2020). A misunderstood fundamental: Developmentally appropriate strategies for letter formation practice in preschool. Dimensions of Early Childhood Journal, 48(2), 18-23.
- Cheyney-Collante, K., & Cheyney, M. (2018). Early childhood leadership: A photovoiceexploration. The Qualitative Report, 23(9), 2151-2180. http://dx.doi.org/10.46743/2160-3715/2018.3009
- Gonsalves, V., Cheyney, K., Bader, J., & Duggins, S.E. (2018). The power to roar! Reaching Out to All Readers: Using shared storybook reading to cultivate self-efficacy and social-emotional growth. Dimensions of Early Childhood Journal, 46(1), 25 -31.
- Theurer, J., Jean-Paul, N., Cheyney, K., Koro-Ljungberg, & M. Stevens, B. (January, 2015). Wearing the label of mental illness. The Qualitative Report, 20 (2).
- Bettini, E., Cheyney, K., Wang, J., and Leko, C. (September, 2014). An administrator’s guide to retaining and supporting special educators: Applying job design research to personnel problems in special education. Intervention in School and Clinic, (50)1.
- Wang, J., Bettini, L., & Cheyney, K. (Fall, 2013). A valued role as effective peer tutors for students with emotional and behavioral disorders (EBD). Beyond Behavior, (23) 1, p. 12 – 22.
- Cheyney, K., Bettini, E., and Wang, J. (2013). Make every word Count: Using languageas a bridge to self-regulation. Dimensions of Early Childhood Journal, (41) 2, p. 11 – 17. http://go.epublish4me.com/dimensions_vol._41_number_2/10052149
- Cheyney, K. (March/April, 2008). Collaborative learning communities: The power of teacher research and collaboration. The Exchange: The Early Childhood Leaders’ Magazine, 180, 10 – 16. http://eric.ed.gov/?id=EJ787737
- Cheyney, K., Bettini, E., and Wang, J. (2013). Make every word Count: Using language as a bridge to self-regulation. Dimensions of Early Childhood Journal, (41) 2, p. 11 – 17. http://go.epublish4me.com/dimensions_vol._41_number_2/10052149
- Cheyney, K. (March/April, 2008). Collaborative learning communities: The power of teacher research and collaboration. The Exchange: The Early Childhood Leaders’ Magazine, 180, 10 – 16. http://eric.ed.gov/?id=EJ787737
Books / Book Chapters
- Koro-Ljungberg, M., Cheyney, K., & Bowden, C. (April 2015). Productive paradoxes in participant driven research (communities and audiences matter). In Reconceptualizing Qualitative Research: Methodologies without Method. Koro-Ljungberg, M. Thousand Oaks, CA: Sage Publications.
- Cheyney, K. (2009). Collaborative learning communities. In Developing Capable, Creative Teachers (Chapter 17). Redmond, WA: The Exchange Press, National Association of Child Care Professionals.
Invited Proceedings
- Cheyney-Collante, K., Gonsalves, V., and Ricke, A. (2022). A Virtual Coaching Model to Support Dyslexia Practicum Graduate Students. In A. Markelz, (Ed.), TED 2022 Conference Proceedings: Building Bridges (pp 10-15). Teacher Education Division of the Council for Exceptional Children, Richmond, VA.
- Cheyney-Collante, K. (2021). Weariness and advocacy of mothers of children with disabilities amidst global crisis. Invited Conference Proceedings for the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children.
- Lane, H., Contesse, V., Campese, T., Cheyney-Collante, K., & Gonsalves, V. (2021). Explicit, systematic, and intensive works for teachers too: Teaching teachers to teach reading. Invited Conference Proceedings for the Annual Conference for theTeacher Education Division (TED) of the Council for Exceptional Children.
Recent National Presentations
- Cheyney-Collante, K., Gonsalves, V., & Ricke, A. (2023). A New Vision for Virtual PD and Coaching for Diverse Dyslexia Interventionists. Paper accepted to the Annual Conference for the International Dyslexia Association. Columbus, OH.
- Lane, H., Contesse, V., Cheyney-Collante, K., Pollett, C., Ricke, K., and Taksier, K. (2023). Research-to-Practice Deep Dive: Tools for Explicit and Systematic Foundational Reading Skill Instruction. Session presented at the Annual Conference for the Council for Exceptional Children. Orlando, FL.
- Cheyney-Collante, K., Gonsalves, V., and Ricke, A. (2022). A Virtual Coaching Model to Support Dyslexia Practicum Graduate Students. Paper accepted to the AnnualConference for the Teacher Education Division (TED) of the Council for Exceptional Children. Richmond, VA.
- Cheyney-Collante, K. (2021). Online dyslexia professional development for diverse practitioners. Paper presented at the Annual Conference for the Council for Exceptional Children. Orlando, FL.
- Cheyney-Collante, K. & Chapman, L. (2021). “Thank you for listening...”: Mothers of children with disabilities navigating schooling during COVID-19. Paper presented at the Annual Conference for the Council for Exceptional Children. Orlando, FL.
- Cheyney-Collante, K. (2021). “We’re not walking schools...”: Weariness and advocacy of mothers of children with disabilities amidst global crisis. Paper presented at the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Fort Worth, Texas.
- Lane, H., Contesse, V., Campese, T., Cheyney-Collante, K., & Gonsalves, V. (2021). Explicit, systematic, and intensive works for teachers too: Teaching teachers to teach reading. Paper presented at the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Fort Worth, Texas.
- Cheyney-Collante, K., Chapman, L., & Duggins, S. (2021). Mothers of children with disabilities navigating school closures and remote learning during the COVID 19 pandemic. Paper presented at the Annual Conference for the American Educational Research Association.
- Chapman, L. & Cheyney-Collante, K. (2021). (Under)developed and (un)heard: A listening guide analysis of a Teach for America “Laster”. Paper presented at the Annual Conference for the American Educational Research Association.
- Cheyney-Collante, K. & Gonsalves, V.(2020). Diverse practitioners and online dyslexiaprofessional development: A multiple-case study. Paper presented at the AnnualInternational Dyslexia Association Reading, Literacy and Learning Conference.
- Gonsalves, V. & Cheyney-Collante, K.(2020). Designing and implementing effective online professional development for teachers of children with dyslexia. Paper presented at the Annual International Dyslexia Association Reading, Literacy andLearning Conference.
- Cheyney-Collante, K. (February 2020). Documentary film, representation, and school-based professional development for teachers of struggling readers. Presented at the Annual Conference for the Council for Exceptional Children. Portland, Oregon.
- Gonsalves, V., Lane, H., Cheyney-Collante, K., & Woods, C. (February 2020). Effective online PD for teachers of children with dyslexia. Presented at the Annual Conference for the Council for Exceptional Children. Portland, Oregon.
- Pullen, P., Duggins, S., & Cheyney-Collante, K. (February 2020). The Literacy Matrix Online Professional Development System: Improving elementary teachers' knowledge of reading and their students' reading outcomes. Presented at the Annual Conference for the Council for Exceptional Children. Portland, Oregon.
- Cheyney-Collante, K., Gonsalves, V., & Giuliani, S. (November 2019). A multiple-case study of participants enrolled in an online graduate certificate in dyslexia. Paper presented at the Annual Conference for the Council for Exceptional Children’s Division for Teacher Education. New Orleans, LA.
- Cheyney-Collante, K. (November 2019). Behind the fence: Disrupting narratives of teacher learning in high poverty communities. Paper presented at the Annual Conference for the Council for Exceptional Children’s Division for Teacher Education. New Orleans, LA.
- Cheyney-Collante, K. (January 2019). Early childhood leadership: A photovoice exploration. Paper presented at the Qualitative Report’s Annual Conference (TQR2019). Nova Southeastern University. Fort Lauderdale, FL.
- Cheyney-Collante, K. (January 2019). The best of me: Exploring photovoice with Gilligan’s listening guide. Paper presented at the Qualitative Report’s Annual Conference (TQR2019). Nova Southeastern University. Fort Lauderdale, FL.
Creative Publications and Exhibits
- Cheyney, K. (2016). Attuned: Transformative language interactions in play. Photog Essay presented at the Early Learning Coalition of Alachua County: Gainesville, FL.
- Cheyney, K. (July – October 2015). Behind the fence: Disrupting narratives of early childhood in high poverty communities. Photographic installation presented at The Little Gallery at Oregon State University: Corvallis, OR.
- Cheyney, K. (April 2015). Behind the fence: A photographic exploration of high-quality preschool beating the odds. Photographic installation presented at Children’s Week in the Rotunda of the Florida State Capitol: Tallahassee, FL.
- Cheyney, K. (2015). “To give the best of me”: Photovoice and literacy praxis in subsidized childcare. A short film.
- Cheyney, K. (2014). The power to roar! A photo essay of (em)powerful literacy in preschool. A short film.
- Cheyney, K. (April 2013). “The best of me”: A photographic installation of voice, diversity, and literacy leadership from the women of subsidized childcare. Photographic installation presented at WARPhaus Gallery: Gainesville, FL.
- Cheyney, K., Gonsalves, V., and Schipper, J. (February 2013). The power to roar! A photo essay of (em)powerful literacy in preschool. Photographic installation presented at the Alachua County Library District, Headquarters, Youth Services Department.
- Cheyney, K., Gonsalves, V., and Schipper, J. (April 2012). Roar! A photo essay of (em)powerful literacy in subsidized preschool. Photographic Installation presented at Norman Hall: University of Florida, College of Education, SESPECS.
- Cheyney, K. (Spring/Summer 2011). The Spilling-Over Kind. The Melusine Literary Review.
- Cheyney, K. (2010). Abuela. The Foliate Oak Literary Review.
- Cheyney, K. (2010). deportation. Vox Poetica.Reprinted (2012) Don’t Look at the Sun.