About

My research has focused on change in the special education teacher labor market and its implications for policy makers and teacher educators. In U.S. public schools, fewer special education teachers are employed today than were employed a decade ago. The reasons for the decline are unclear, although reductions in the number of students identified with learning disabilities, changes in service delivery, and the economic downturn are likely to be playing a role. Currently, we are studying the impact of these changes on outcomes for students with disabilities and other struggling students. As Co-Director of the CEEDAR Center, my work to date has focused on policy analysis, developing demographic state profiles, and project evaluation.

Research Interests

Educational Studies, Faculty Development, Inclusion, Mild and Moderate Disabilities, Professional Development, Special Education, Teacher Education, Teaching and Licensure

Education

• Ph.D. - University of Minnesota, 1977, Educational Psychology
• M.S. - University of Illinois, 1974, Special Education
• B.A. - Dartmouth College, 1969, History

Professional Appointments

• Associate Dean for Research, University of Florida, Office of Educational Research, 2005-2008
• Director, University of Florida Center on Personnel Studies in Special Education, 2000-2005
• Director, University of Florida Center for School Improvement, 1996-2001
• Professor, University of Florida Department of Special Education, 1988-present
• Chair, University of Florida Department of Special Education, 1988-1996

Activities and Honors

• University of Florida, Faculty Achievement Recognition Award, 2007
• University of Illinois, College of Education Alumni Association, Distinguished Alumni Award, 2007
• Teacher Education Division of the Council for Exceptional Children, TED Publication Award, Volume 30, April, 2009

Selected Grants

Selected Publications

• Brownell, M. T., Bishop, A. M., & Sindelar, P. T. (2005). NCLB and the demand for highly qualified teachers: Challenges and solutions for rural schools. Rural Special Education Quarterly, 24(1), 9-15.
• Hardman, M. L., Rosenberg, M., & Sindelar, P. (2005). NCLB, IDEA, and alternative routes in preparation of rural special education teachers in high incidence areas. Rural Special Education Quarterly, 24(1), 16-22.
• Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & van Hover, S. (2006). Learning from collaboration. The role of teacher qualities. Exceptional Children, 72, 169-187.
• Rosenberg, M. S., & Sindelar, P. T. (2005). The proliferation of alternative routes to certification in special education: A critical review of the literature. Journal of Special Education, 39, 117-127.
• Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children, 72, 317-331.
• Blanton, L. L., Sindelar, P. T., & Correa, V. I. (2006). Models and measures of beginning teacher quality. Journal of Special Education, 40, 115-127.
• Rosenberg, M. S., Boyer, K. L., Sindelar, P. T., & Misra, S. (2007). Alternative route programs to certification in special education: What we know about program design, instructional delivery, and participant characteristics. Exceptional Children, 73, 224-241.
• Sindelar, P. T., Bishop, A. G., Gill, M. G., Connelly, V., & Rosenberg, M. S. (2007). Getting teachers where they're needed most: The case for licensure reciprocity. Teacher Education and Special Education, 30, 103-114.
• Dai, C., Sindelar, P. T., Denslow, D., Dewey, J., & Rosenberg, M. S. (2007). Economic analysis and the design of alternative-route teacher education programs. Journal of Teacher Education, 58, 422-439.
• Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33, 8-24.

Selected Links

• Website of NCIPP: The National Center to Inform Policy and Practice in Special Education Professional Development
• Website of the Collaboration for Effective Educator Development Accountability and Reform (CEEDAR) Center