I am a Professor in the School Psychology program within the Department of Educational Psychology. Currently, I teach graduate courses in academic assessment/intervention and school consultation. My research interests include the following areas: inclusion of students with disabilities in general education classrooms, academic and behavioral supports for students at-risk for school failure, and teacher/school variables related to the adoption of a response-to-intervention (RtI) model.
Ph.D. – Indiana University, 1985, Educational Psychology/School Psychology
B.A. – SUNY-College at Oswego, 1979, Psychology/Sociology
Key Professional Appointments
Professor, University of Florida, School of Special Education, School Psychology and Early Childhood Studies, 2012-present.
Associate Professor, University of Florida, Department of Educational Psychology, 2001 – 2012.
Assistant Professor, University of Florida, Department of Educational Psychology, 1999 – 2001.
Assistant Professor, Indiana University, Counseling & Educational Psychology Department, 1994 – 1999.
Research Associate, Indiana University, School of Education, 1987-1994
Activities & Honors
Faculty-in-Residence, P.K. Yonge Developmental Research School, 2003 – present.
Member, NCATE/NASP Program Approval Board, National Association of School Psychologists, 1998 – present.
Member, National Association of School Psychologists, Ethics Advisory Panel, 2006 – 2010.
Director, School Psychology Program, UF Department of Educational Psychology, 2002 – 2006.
Fellow, Division 16 – School Psychology, American Psychological Association, 2002.
Chair, Faculty & Budgetary Affairs Committee, UF College of Education, 2004 – 2006.
Chair, Faculty Policy Council, UF College of Education, 2003 – 2004.
Chair, National and State Credentialing Committee, National Association of School Psychologists, 2001 – 2004.
Principal Investigator/Co-Project Director. Improving Professional Preparation of School Psychologists and School Counselors in a Response-to-Intervention Model, 2005-2006, Florida Department of Education – Faculty Innovation Institute, $30,000.
Principal Investigator/Co-Project Director, Academic Progress: A Comparison of Students in Inclusive and Non-Inclusive Schools, 1998-2000, Indiana Department of Education, $65,000.
Co-Project Director, Project TIE: Teaming for Inclusive Education, 1994-1998, U.S. Department of Education, Office of Special Education Programs, $403,000.
Co-Project Director, Building University-School Partnerships: Restructuring Services for Students with Disabilities, 1993–1997, U.S. Department of Education, Office of Special Education Programs, $640,000.
Knesting, K., & Waldron, N. (2006). Willing to play the game: How at-risk students persist in high school. Psychology in the Schools, 43(5), 599-611.
Waldron, N., Joyce, D., Amatea, E., Clark, M.A., & Daniels, H. (2006). Improving Professional Preparation of School Psychologists and School Counselors in a Response-to-Intervention Model: A Curriculum Module. Gainesville, FL: Florida Department of Education, 1-117.
Waldron, N., & Prus, J. (2006). A Guide for Performance Based Assessment, Accountability, and Program Development in School Psychology Training Programs (2nd Edition). Washington, DC: National Association of School Psychologists.
Brownell, M., Adams, A., Sindelar, P., & Waldron, N. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), 169-185.
Cole, C., Waldron, N., & Majd, C. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42(2), 136-144.
McLeskey, J. & Waldron, N. (2002). School change and inclusive schools: Lessons learned from practice. Phi Delta Kappan, 84, 65-72.
McLeskey, J., & Waldron, N. (2000). Developing Inclusive Schools: Lessons Learned. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
Waldron, N. , & McLeskey, J. (2000). Preventing academic failure. In K. Minke and G. Bear (Eds.), Preventing School Problems – Promoting School Success: Strategies and Programs That Work. Washington, DC: The National Association of School Psychologists.
Waldron, N. & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-406.