Margaret L. Kamman is an Assistant Scholar and Project Coordinator of the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and for the National Center to Inform Policy and Practice in Special Education (NCIPP). She has ten years experience as a special education teacher working with elementary and secondary students in challenging school contexts. Dr. Kamman's research focuses on induction and mentoring in special education, technology applications, beginning teacher effectiveness, middle school reading instruction and alternative routes to the classroom.
- School of Special Education School Psychology and Early Childhood Studies
- Collaboration for Effective Educator Development, Accountability and Reform Center
Adolescent Literacy, Disabilities Assessment and Outcomes, Field Experience, Learning Disabilities / RTI, Mild and Moderate Disabilities, Professional Development, Reading, Teaching and Licensure
- Ph.D. University of Florida, Special Education
- M.Ed. University of Florida, Educational Leadership
- B.A. Appalachian State University, Special Education
- Assistant Scholar, University of Florida, Department of Special Education, 2009-present
- Project Coordinator, National Center to Inform Policy and Practice in Special Education Professional Development, 2009-present
- Billingsley, B.S., Kamman, M. (2015). Teacher induction: Providing comprehensive training for new special educators. IRIS Module. Retrieved from http://iris.peabody.vanderbilt.edu/module/induction/
- Billingsley, B.S., Crockett, J. & Kamman, M. (2014). Recruiting and retaining teacher and administrators in special education. In P.T. Sindelar, E. D. McCray, M.T. Brownell, & B. Lignugaris/Kraft, (Eds.) Handbook of Research on Special Education Teacher Preparation (pp. 194-214). New York: Routledge.
- Kamman, M., Mccray, E., Brownell, M.T., Wang, J., Ribuffo, C. (2014). Teacher education pedagogy. (Document No. IC-9). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/
- Israel, M., Kamman, M., McCray, E. & Sindelar, P. (2014). Mentoring in action: The interplay between professional assistance, emotional support, and evaluation. Exceptional Children, 81(4), 45-63.
- Cook, G.C., Carter, E.W., Cote, D.L. Kamman, M., McCarthy, T., Miller, M.L., Scala, G. & Travers, J. (2014). Evidence-based special education in the context of scarce evidence-based practices. Teaching Exceptional Children, 47(2), 81-84.
- Billingsley, B.S., Brownell, M.T., Israel, M., Kamman, M.L., (2013). A survival guide for new special educators. San Francisco: Jossey-Bass.
- Kamman, M., Zimmerman, K., Israel, M., McCray, E., Brownell, M., Sindelar, P., Heretick, J., Rice, S., & Bae, J. (2011). District induction manual: Supporting beginning special educators. University of Florida, National Center to Inform Policy and Practice in Special Education Professional Development Web site: http://www.ncipp.org.
- Kamman, M., Zimmerman, K., Israel, M., McCray, E., Brownell, M., Sindelar, P., Heretick, J., Rice, S., & Bae, J. (2011). Mentor Handbook: A handbook for mentors of beginning special education teachers. University of Florida, National Center to Inform Policy and Practice in Special Education Professional Development Web site: http://www.ncipp.org.