About

Nancy Waldron is a Professor in the School Psychology Program with teaching and scholarship interests focused on inclusive education, school improvement, multi-tiered systems of support and the professional preparation and credentialing of school psychologists. Having joined the UF College of Education (COE) faculty in 1999 she has served in various leadership roles including director of the APA/NASP approved UF School Psychology program, chair of the College of Education Faculty Policy Council, and most recently as the COE Associate Dean for Student Affairs and Graduate Education. Over her career she has provided service to professional organizations as a state president of the Indiana Association of School Psychologists, state delegate to the National Association of School Psychologists, member of the NASP/NCATE Program Approval Board, and site visitor to school psychology doctoral programs for the American Psychological Association.

Research Interests

Inclusion, Professional Development, Qualitative Research, School Psychology

Education

• Ph.D. Indiana University, Educational Psychology/School Psychology
• B.A. SUNY Oswego, Psychology & Sociology

Professional Appointments

• Associate Dean, Student Affairs & Graduate Education, 2014-2021 College of Education, University of Florida
• Associate Director & Graduate Coordinator, 2012-2014 Special Education, School Psychology & Early Childhood Studies College of Education, University of Florida
• Faculty in Residence, 2003-2014 PK Yonge Developmental Research School, Gainesville, Florida
• Professor, 2012-present Associate Professor, 2001-2012 Assistant Professor, 1999-2001 School Psychology Program, College of Education, University of Florida
• Director, School Psychology Program, 2008-2011, 2002-2006 College of Education, University of Florida

Activities and Honors

• Fellow, American Psychological Association - Division 16 School Psychology

Selected Grants

Selected Publications

Articles

• Grapin, S., Waldron, N., & Joyce-Beaulieu, D. (2019). Longitudinal effects of RtI implementation on reading achievement outcomes. Psychology in the Schools, 56(2), 242-254.
• McLeskey, J., & Waldron, N.L. (2015). Effective leadership can make schools truly inclusive. Phi Delta Kappan, 96(5), 68-73.
• McLeskey, J., Waldron, N., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. Journal of Special Education, 48(1), 59-70.
• McKenney, E., Waldron, N., & Conroy, M. (2013). The effects of training and performance feedback during behavioral consultation on general education middle school teachers’ integrity to functional analysis procedures. Journal of Educational and Psychological Consultation, 23(1), 63-85.
• Waldron, N. L., McLeskey, J., & Redd, L. (2011). Setting the direction: The role of the principal in developing an effective, inclusive school. Journal of Special Education Leadership, 24(2), 51-60.
• Waldron, N.L., & Redd, L. (2011). Providing a full circle of support to teachers in an inclusive elementary school. Journal of Special Education Leadership, 24(1), 59-62.
• McLeskey, J., & Waldron, N.L. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26 (1), 48-57.
• Waldron, N.L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58-74.

Books / Book Chapters

• McLeskey, J., Waldron, N., Spooner, F., & Algozzine, B. (2022). Time to support inclusion and inclusive schools. In J. Mcleskey, F. Spooner, B. Algozzine, & N.L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd Edition) (pp. 3-15). New York: Routledge.
• McLeskey, J., Spooner, F., Algozzine, B., & Waldron, N.L. (2022). Handbook of effective inclusive elementary schools: Research and practice (2nd Edition). New York: Routledge.
• McLeskey, J., Waldron, N.L., Spooner, F., & Algozzine, B. (2014). What are effective inclusive schools and why are they important? In J. McLeskey, N.L. Waldron, F. Spooner, & B. Algozzine (Eds.). Handbook of effective inclusive schools: Research and practice (pp. 3-16). New York: Routledge.
• McLeskey, J. Waldron, N.L., Spooner, F., & Algozzine, B. (2014). Handbook of effective inclusive schools: Research and practice. New York: Routledge Press.