About

As Assistant Director at the University of Florida Literacy Institute (UFLI), Dr. Cheyney-Collante facilitates the UFLI Community of Practice (CoP) and coordinates research/evaluation of UFLI technical assistance efforts with teachers, schools, and districts through the James Patterson Literacy Challenge (JPLC). Dr. Cheyney-Collante is also the Program Coordinator for the PhD in Special Education, facilitating recruitment, funding, and retention efforts, and doctoral student Pro-Seminar, and serves as the faculty advisor for the Early Childhood and Special Education Association of Doctoral Students (ECSEADS).

Dr. Cheyney-Collante's higher education teaching and course development experience includes over 40 distinct courses across a range of early intervention, special education, and literacy content, and supervision of hundreds of interns. She currently teaches courses in the Graduate Certificate in Dyslexia, the EdD in Special Education, and the BAE in Early Childhood, and coordinates the Dyslexia and EC literacy practica. Additionally, Dr. Cheyney-Collante also serves on numerous doctoral dissertation committees.

Dr. Cheyney-Collante's scholarship efforts focus on early literacy teaching and learning, particularly in communities experiencing systemic inequities in access to effective instruction. Her scholarship is centered within intersectional qualitative frameworks, with a particular emphasis on participant driven methodologies, photovoice, and visual ethnographic inquiry. 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.

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

• 2021 – present Assistant Director, University of Florida Literacy Institute College of Education, School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) University of Florida
• 2021 – present Program Coordinator, PhD in Special Education College of Education, SESPECS University of Florida
• 2019 - 2022 Coordinator of Research, University of Florida Literacy Institute College of Education, SESPECS University of Florida
• 2018 - present Clinical Assistant Professor of Special Education College of Education, SESPECS University of Florida: Gainesville, Florida
• 2015 –2018 Assistant Professor, Education Programs (Tenure Tracked) Santa Fe College

Selected Grants

Selected Publications

Articles

• Cheyney-Collante, K., Gonsalves, V., & Giuliani, S. (November, 2021). A multiple-case study of participants enrolled in an online graduate certificate in dyslexia assessment and intervention. Teacher Education and Special Education. https://doi.org/10.1177/08884064211050344
• Cheyney-Collante, K. (2021). “We’re not walking schools...”: 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 the Teacher Education Division (TED) of the Council for Exceptional Children.
• 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 photovoice exploration. 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).
• 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 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.

Presentations

• 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.
• Cheyney-Collante, K. & Gonsalves, V.(2020). Diverse practitioners and online dyslexia professional development: A multiple-case study. Paper presented at the Annual International 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 and Learning Conference.
• 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. (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.

Other Publications

• 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.