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Faculty Kristi Cheyney-Collante

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Kristi Cheyney-Collante 

Research Scientist and Director, Early Childhood and Literacy

Kristi Cheyney-Collante

Email

cheyneyk@coe.ufl.edu

About

Dr. Cheyney-Collante is a Research Scientist and the Director of Literacy and Early Childhood at the Lastinger Center, where she guides the Early Childhood and Literacy Teams as a member of the Executive team. She champions initiatives that provide educators with evidence-based practices to support student success. The Literacy Team offers professional learning opportunities such as the Literacy Matrix and micro-credentials, while the Early Childhood Team provides a range of offerings including CDA® Pathways, Coaching Certification, and a Leadership Development Pathway. The center has served over 41,000 educators across more than 70 school districts, reaching over 1 million students. Dr. Cheyney-Collante is also an Affiliate Faculty with UF’s School of Special Education, School Psychology, and Early Childhood Studies (SESPECS). Prior to her role at the Lastinger Center, Dr. Cheyney-Collante served as a Clinical Associate Professor of Special Education, the Graduate Coordinator of SESPECS, and as an Assistant Director at the University of Florida Literacy Institute (UFLI). She serves as PI and Co-PI of multiple state, federal, and private grants. Dr. Cheyney-Collante's scholarship efforts center on early literacy and the experiences of children with disabilities and their families. In addition to book chapters and journal articles, she has exhibited multiple photographic installations and photo essays highlighting the experiences of young children and the teachers that serve them. Her teaching and course development experience includes over 50 distinct courses and supervision of hundreds of interns. One of her most valued teaching roles is as mentor, chairing/co-chairing numerous special education doctoral students.

Affiliations

  • Lastinger Center for Learning

Research Interests

Early Childhood, Early Intervention, Family-centered Practices, Qualitative Research, Reading, Special Education, Teacher Education

Education

  • PhD in Special Education, 2015, University of Florida: Gainesville, Florida. Minor in Research and Evaluation Methodology, Emphasis in Reading, Early Literacy, and Teacher Education

Professional Appointments

  • 2025 – present Research Scientist Director of Early Childhood and Literacy The Lastinger Center for Learning University of Florida: Gainesville, Florida
  • 2025 – present Affiliate Faculty The School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) University of Florida: Gainesville, Florida
  • 2023 – 2025 Clinical Associate Professor of Special Education, SESPECS University of Florida: Gainesville, Florida
  • 2023 – 2025 Graduate Coordinator, SESPECS University of Florida: Gainesville, Florida
  • 2022 – 2025 Program Coordinator, EdD in Special Education, SESPECS University of Florida: Gainesville, Florida
  • 2021 – 2025 Assistant Director, University of Florida Literacy Institute, University of Florida: Gainesville, Florida

Activities and Honors

  • 2023-2024 Rosser Educator Excellence Award, University of Florida

Selected Grants

Project DECODE: Developing Expertise and Collaborative Opportunities for Dyslexia Educators

Role
  • Co-PI/Co-Director
Funding Agency
  • U.S. Department of Education, Office of Special Education Programs’ Personnel Development to Improve Services and Results for Children with Disabilities
Project Period
  • 2022-
Award Amount
  • $1,250,000

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
Project Period
  • 2022-
Award Amount
  • $1,250,000

Selected Publications

Articles
  • Cheyney-Collante, K., Chapman, L. A., & Duggins, S. (2024). “We’re not walking schools”: Storying the pandemic schooling experiences of mothers of children with disabilities. The Qualitative Report, 29(2), 535-555.
  • 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.
  • 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). “Thank you for listening”: 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.
  • 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.
  • 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.
  • 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. 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.
  • 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.
  • 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. & Chapman, L. (2025). Mothers of children with disabilities navigating schooling during COVID-19. Paper presented at the Annual Conference for the Qualitative Report. Fort Lauderdale, FL.
  • Cheyney-Collante, K. (Moderator), Gonsalves, V., Conrad, C., Maddox, R., Pollett, C., Rockey, E., & Roig, J. (2025). Applied Qualitative Research in the Educational Doctorate: A Panel Discussion with Special Education Practitioner-Leaders. Panel presented at the Annual Conference for the Qualitative Report. Fort Lauderdale, FL.
  • Conrad, C. & Cheyney-Collante, K. (2025). An Applied Qualitative Exploration of Early Interventionists' Experiences of Training and Support. Paper presented at the Annual Conference for the Qualitative Report. Fort Lauderdale, FL.
  • Cheyney-Collante, K., Cornelius, K., Pollette, C., & Mathews, H. (2024). Forging Innovative Evaluations: Using the CIPP Model to Evaluate Special Education Degree Programs. Presentation accepted to the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Pittsburgh, PA.
  • Cheyney-Collante, K. (2024). “Turning the Corner: Innovations in Virtual PD and Coaching for Diverse Dyslexia Practitioners. Presentation accepted to the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Pittsburgh, PA.
  • Cheyney-Collante, K. & Gonsalves, V. (2024). A Virtual Coaching Model to Support Dyslexia Practicum Graduate Students. Paper presented at the Internation Dyslexia Association National Convention (DyslexiaCon24): Dallas, Texas.
  • Cheyney-Collante, K. & Gonsalves, V. (2024) Virtual PD and coaching for diverse dyslexia practitioners. Poster presented at the Annual Conference for the Society for the Scientific Study of Reading (SSSR): Copenhagen, Denmark.
  • Gonsalves, V., Flake, C., Taksier, K., & Cheyney-Collante, K. (2024) Measuring practitioner knowledge of dyslexia assessment and intervention practices. Paper presented at the Annual Conference for the Society for the Scientific Study of Reading (SSSR): Copenhagen, Denmark.
  • Hanson, A. & Cheyney-Collante, K. (2024). Increasing Student Engagement in Online Asynchronous Courses. Round table presented at the Learning Disabilities Association of America Annual Conference. Orlando, FL.
  • Cheyney-Collante, K. (Panel Moderator); Speakers: Drs. Ambra Green, Melinda Leko, Martha Hernandez, Maria Silva, and Ananí Vasquez. (2024). Anchoring Your DEI-Focused Scholarship Agenda: Mapping a Course for Doctoral Students and Early Career Faculty. Panel presentation presented at the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Long Beach, CA.
  • Cheyney-Collante, K. (2023). "Turning the Corner": Virtual PD and Coaching for Diverse Dyslexia Practitioners. Paper presented at the Annual Conference for the Teacher Education Division (TED) of the Council for Exceptional Children. Long Beach, CA.
  • Cheyney-Collante, K., Gonsalves, V., & Ricke, A. (2023). A New Vision for Virtual PD and Coaching for Diverse Dyslexia Interventionists. Paper presented at 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.

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