Cynthia Griffin 


Cynthia Griffin





PO Box 117050
Gainesville, FL 32611


My research focuses on elementary school students with learning disabilities and evidence-based teaching practices in inclusive classrooms. Initially emphasizing children’s reading and currently their mathematics learning, I have also studied early career special education teachers. Most recently, my research combines my interests in teachers and mathematics content. I conduct research that addresses the professional learning of practicing teachers, teachers’ content knowledge for teaching mathematics, their classroom mathematics practices, and the influence of these factors on students’ mathematics learning, especially students with mathematics learning disabilities and other struggling mathematics learners. I am also dedicated to teacher education and doctoral preparation having taught courses in academic methods, collaboration, disability characteristics, and research using both traditional and on-line classroom platforms.


  • School of Special Education School Psychology and Early Childhood Studies

Research Interests

Collaboration and Teaming, Education Types, Educational Studies, Elementary Education, Field Experience, Inclusion, Learning Disabilities / RTI, Mathematics Education, Special Education, Teacher Evaluation, Technology


  • Ph.D. - Purdue University, Special Education
  • M.S. - Purdue University, Special Education
  • B.A. - University of Kentucky, Special and Elementary Education

Professional Appointments

  • Assistant, Associate, and Full Professor, University of Florida, 1990-Present

Activities and Honors

  • University of Florida Research Foundation (UFRF) Professor, 2011-2014
  • B.O. Smith Research Professor, 2008-2011

Selected Grants

Prime Online: Teacher Pedagogical Content Knowledge and Research-based Practice in Inclusive Elementary Mathematics Classrooms

  • PI
Funding Agency
  • U.S. Department of Education, Institute of Education Sciences (IES)
Project Period
  • 2010-2013
Award Amount
  • $1,457,085

Project COMPUTE: Creating Opportunities for Mathematics Progress Utilizing Teacher Education

  • PI
Funding Agency
  • U.S. Department of Education, Office of Special Education Programs
Project Period
  • 2008-2012
Award Amount
  • $788,291

Enhancing Mathematical Word Problem Solving Performance of Students with Learning Disabilities in General Education Classrooms

  • Co-PI
Funding Agency
  • U.S. Department of Education, Office of Special Education Programs
Project Period
  • 2001-2004
Award Amount
  • $549,146

Selected Publications

  • Brownell, M.T., Griffin, C.C., Leko, M.M., & Stephens, J. (2011). Improving collaborative teacher education research: Creating tighter linkages. Teacher Education and Special Education, 34(3), 235-249.
  • Rockwell, S.B., Griffin, C.C., & Jones, H.A. (2011). Schema-based strategy instruction in mathematics and the word problem solving performance of a student with autism. Focus on Autism and Other Developmental Disabilities, 26(2), 87-95.
  • Jitendra, A.K., Griffin, C.C., Xin, Y.P. (2010). Intended, implemented, and learned curricula in third grade mathematics classrooms: A case study. Journal of Curriculum and Instruction, 4(2), 33-50.
  • Griffin, C.C. (2010). A summary of research for educational leaders on the induction of beginning special educators. Journal of Special Education Leadership, 23(1), 14-20.
  • Myers, J.A., Brownell, M.T., Griffin, C.C., Hughes, E.M., Witzel, B.S., Gage, N.A., Peyton, D., Acosta, K., & Wang, J. (2021). Mathematics interventions for adolescents with mathematics difficulties: A meta-analysis. Learning Disabilities Research & Practice, 36(2), 145-166.
  • Lee, A., & Griffin, C.C. (2021). Exploring online learning modules for teaching universal design for learning (UDL): Preservice teachers’ lesson plan development and implementation. Journal of Education for Teaching, 47(3), 411- 425.
  • Griffin, C.C., Gagnon, J.C., Jossi, M.H., Ulrich, T.G., & Myers, J. (2018). Priming mathematics word problem structures in a rural elementary classroom. Rural Special Education Quarterly, 37(34), 150-163.
  • Griffin, C.C., & Brownell, M.T. (2018). The science of teacher professional development: Iterative design studies across content areas (Introduction to the Special Issue). Teacher Education and Special Education, 41(2), 101-105.
  • Griffin, C.C., Dana, N.F., Pape, S.J., Algina, J., Bae, J., Prosser, S.K., & League, M.B. (2018). Prime Online: Exploring Teacher Professional Development for Creating Inclusive Elementary Mathematics Classrooms. Teacher Education and Special Education, 41(2), 121-139.