Text-only version of this website Skip to content

McCray, Erica



McCrayDONEAssociate Professor
School of Special Education, School Psychology and Early Childhood Studies

College of Education
University of Florida
2-180 Norman Hall
PO Box 117050
Gainesville, FL 32611
Phone: 352-273-4264
Fax: 352.392.2655
edm@coe.ufl.edu

Research Biography

Erica D. McCray is an Associate Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida.  She earned her doctorate at the University of South Florida, Tampa. Dr. McCray’s experience as a special educator for students with behavioral and learning disabilities in elementary and middle school settings led to her interest in issues of equity and diversity.  Dr. McCray is currently co-principal investigator of the CEEDAR Center, an Office of Special Education Programs funded technical assistance project as well as a National Science Foundation research project to broaden participation in engineering.

Degrees

Ph.D.–University of South Florida, Tampa, Curriculum & Instruction, Special Education, 2006

M.A.–University of South Florida, Tampa, Special Education, 2002

B.A.–University of South Florida, Tampa, Psychology, 1998

Key Professional Appointments

Associate Director, University of Florida, School of Special Education, School Psychology, and Early Childhood Studies, 2016–Present

Associate Professor, University of Florida, School of Special Education, School Psychology, and Early Childhood Studies, 2013 (tenured)

Activities and Honors

University of Florida Research Foundation (UFRF) Professorship, 2017–2018 (three-year award)

Grants

The (In)authentic Experiences of Black Engineers ($399,907; 2018-2021) National Science Foundation-funded project for Broadening Participation in Engineering. This study involves interviews with 40 engineers in the technology industry. The goal of these interviews is to understand workplace climate. Interviews focus on the experiences they have had with their co-workers, supervisors, and customers. The data are being analyzed using narrative analysis, through the lens of three frameworks: Faulkner’s in/authenticity, Helm’s and Piper’s pairing of racial identity theory and vocational psychology, and Kendi’s history of racist ideas. (Co-PI with Elliot P. Douglas). 

Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center 2.0 ($21,250,000; 2018-2022) OSEP-funded national technical assistance center designed to promote, support, and reinforce sustainability and scale-up of teacher and leader effectiveness across the career continuum and ensures that students with disabilities have equitable opportunities to achieve (Co-PI with Mary Brownell [Director], Meg Kamman, and Lynn Holdheide). 

Project Studying Teacher Effectiveness, Evaluation, and Policy (STEEP) (1,250,000; 2014-2019). OSEP-funded leadership preparation grant intending to train four doctoral students to conduct research on teacher education, teacher evaluation, and related policy in the field of special education (Co-PI with Mary Brownell, Paul Sindelar, and Nancy Corbett).

Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center ($25,000,000; 2013-2018). OSEP-funded national technical assistance center designed to promote, support, and reinforce teacher and leader effectiveness across the career continuum and ensures that students with disabilities achieve college and career readiness standards in inclusive settings (Co-PI with Mary Brownell and Paul Sindelar).

Selected Publications

Houchins, D. E., Gagnon, J., Lane, H., Lambert, R., & McCray, E. (2018). The efficacy of a literacy intervention for incarcerated adolescents. Residential Treatment for Children & Youth, 35(1), 60-91.

McCray, E. D., Ribuffo, C., Lane, H., Murphy, K. M., Gagnon, J. C., Houchins, D. E., Lambert, R. G. (2018). “As real as it gets”: A grounded theory study of a reading intervention in a juvenile correctional school.  Child & Youth Care Forum 47(2), 259-281.

Kamman, M. L., & McCray, E. D. (2018). Interpreting and communicating assessment information with stakeholders to collaboratively design and implement educational programs. In J. McLeskey, B. Billingsley, L. Maheady, & M. T. Brownell (Eds.), High-leverage Practices for Inclusive Classrooms (pp. 67-79). New York: Routledge.

McCray, E. D., Kamman, M., & Brownell, M. T., & Robinson, S. (2017). High-Leverage Practices and Evidence-Based Practices: A Promising Pair.  Gainesville, FL: CEEDAR Center.

Jackson, D., & McCray, E. D. (2016, October).  Culturally and Linguistically Diverse (CLD) Students: What Educator Preparation Programs Need to Do to Support Teacher Learning (CEEDAR Center State Policy and Practice Portrait).  Gainesville, FL: CEEDAR Center.

Little, M., Sobel, D., McCray, E. D., & Wang, J. (2015). Redesigning personnel preparation:  Lessons learned and considerations for program enhancement. Teacher Education and Special Education, 38(4), 306-322.

McCray, E. D., Butler, T. W., & Bettini, E. (2014). What are roles of general and special educators in inclusive schools? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for effective inclusive schools (pp. 80-93). New York: Routledge.

Correa, V. I., Alvarez McHatton, P., McCray, E. D., & Baughan, C. C. (2014). Preparing teachers to work with diverse populations. 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.

Kozleski, E. B., Artiles, A. J., McCray, E. D., & Lacy, L. (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation (pp. 113-126). New York: Routledge.

Lignugaris/Kraft, B., Sindelar, P. T., McCray, E. D., & Kimerling, J. (2014). The “wicked question” of teacher education effects and what to do about it. In P. T. Sindelar, E. D. McCray, B. Lignugaris/Kraft, & M. T. Brownell (Eds.), Handbook of research on special education teacher preparation (pp. 461-471). New York: Routledge.

Israel, M., Kamman, M. L., McCray, E. D., & Sindelar, P. T. (2014). Mentoring in action: The interplay between professional assistance, emotional support, and teacher evaluation. Exceptional Children, 81(4), 45-63. 

Shealey, M. W., McHatton, P. A., McCray, E., & Thomas, U. (2014). “Sista doctas” taking a seat at the table: Advocacy and agency among women of color in teacher education. NASPA Journal About Women in Higher Education, 7(1), 19-46.

Selected Links

The CEEDAR Center: http://ceedar.education.ufl.edu/