JD
Unit: Curry School of Education
Department: Curry School of Education
Office location and address
Ruffner Hall 242
405 Emmet St S
Charlottesville,
Virginia
22903
Education
Ph.D., University of South Carolina-Columbia, 2003
M.A., University of South Carolina, 2001
B.A., University of Michigan-Ann Arbor, 1996
M.A., University of South Carolina, 2001
B.A., University of Michigan-Ann Arbor, 1996
Publications
Sponsored Awards
Examining the Efficacy of RULER on School Climate, Teacher Well-being, Classroom Climate, and Student Outcomes
Source: U.S. Department Of Education
July 01, 2018 – June 30, 2023
Robertson Innovations in Education
Source: Robertson Foundation
May 15, 2020 – May 31, 2023
CU-Behavioral Engagement and Executive Functions as Contributors to School Readiness
Source: U.S. NIH Institute of Child Health & Human Develop
January 01, 2016 – December 31, 2021
CU-Contexts Inside and Outside of School Walls as Predictors of Differential Effectiveness in Preschool Professional Development
Source: Northwestern University
September 01, 2016 – August 31, 2020
CU- Testing the Integration of an Empricially-Supported Teacher Consultation model and a Social-Emotional L&L Intervention
Source: Fordham University
September 01, 2014 – August 31, 2018
CU- Evaluation of the Quality Collaborative Early Education PD Pilot
Source: Bruhn-Morris Family Foundation
August 10, 2015 – August 31, 2017
CU-Web-Mediated Literacy Coaching for High-Quality Reading Comprehension Instruction
Source: University Of Pittsburgh
July 01, 2014 – June 30, 2017
CU- Teaching Together: A Multimedia School-Home Intervention for Young Children At-Risk for Academic Difficulties
Source: University Of Texas
July 01, 2015 – June 30, 2017
CU-Using Validated Measures of Children's Engagement with Teachers, Peers, and Tasks
Source: U.S. Department of Education - Educational Res. &
August 01, 2012 – July 31, 2016
CU- MTP Independent/Norfolk Academy
Source: Norfolk Academy
March 01, 2015 – February 28, 2016
CU- MTP Independent YR02
Source: Pace Academy
September 01, 2014 – August 31, 2015
Using an Empirically-supported Teacher Consultation Model
Source: U.S. Department of Education - Educational Res. &
September 01, 2010 – August 31, 2014
Development & Validation of Scalable, Multi-Method Approaches to Measuring Teacher-Student Interactions
Source: Spencer Foundation
September 01, 2009 – August 31, 2014
Development & Validation of Scalable, Multi-Method Approaches to Measuring Teacher-Student Interactions
Source: William T. Grant Foundation
September 01, 2009 – August 31, 2014
CU-EDHS Subcontract with WESTAT - Head Start
Source: Westat, Inc.
February 12, 2007 – January 31, 2014
Professional Development for Geneva's Teachers
Source: The Wyckoff Family Foundation
July 15, 2008 – August 31, 2013
CU-CASTL Read It Again Rural SUB
Source: OHIO STATE UNIVERSITY, THE
July 01, 2008 – June 30, 2013
Courses
Credits: 3
This course provides a broad overview of developmental psychopathology (abnormal psychology) - initially focusing on understanding basic concepts, historical context, developmental influences, theoretical perspectives, research methodology, and issues related to classification and assessment - followed by comprehensive information concerning major disorders (e.g., ADHD, major depression, anxiety, ASD, schizophrenia).
Credits: 1–6
Independent Study
Credits: 1–6
Prerequisite: Instructor permission.
Credits: 1–6
Prerequisites: Instructor Permission
Credits: 3
Seminar and practicum experience designed specifically for advanced doctoral students. Focuses on the theoretical and research issues that relate to the practice of consultation and supervision. In addition to the readings and class discussions, students engage in both consultation and supervisory activities. Students are challenged to draw upon their prior knowledge of psychological assessment, problem solving, methods of intervention, and psychological theory. Facilitates the integration of prior learning into practice. Prerequisite: EDHS 7680 and instructor permission.
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
Credits: 3
This course is intended to provide knowledge of basic theory and research concerning child therapy. Students will become well versed in empirically based treatments for child and adolescent mental health. We will address the limitations of existing research on treatment efficacy and effectiveness. Students will become familiar with a range of therapeutic approaches, including play therapy and cognitive behavioral therapy.
Credits: 1–6
Independent Study
Credits: 1–12
Independent Research
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisite: Advisor permission required.
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required.
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.