Defining Complex Systems Research

Here is what our scholars have to say about complex systems research:

“Complex systems researchers anticipate and value the ambiguities within and across components of an inherently complicated world.” (LINC Scholars Margaret Carroll, Lindsey Kaler & Sarah Rosati)

“We are interested in complex research because in our experience as teachers, we felt that our efforts to implement evidence-based practices were often thwarted by factors that felt outside of our immediate control. Family systems, district and school policies, funding challenges, and even the limited scope of our teacher preparation programs and professional development opportunities all powerfully impacted our practice and our students’ success.” (LINC Scholars Margaret Carroll, Lindsey Kaler & Sarah Rosati)

“While the school has its own set of norms, practices, and power dynamics, so does each individual, as well as each unique system within a school’s ecological map.” (LINC Scholars Katie Meyer & Shannon Langdon)


LINC Scholar Publications:

Rossetti, Z., Lehr, D., Shaheen, T., Baulier, K., Burnette, K., & Taub, D. (2023). Parent perceptions of remote instruction for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 48(1), 41-58.

Carroll, M., Baulier, K., Cooper, C., Bettini, E., & Green, J. G. (2023). US Middle and High School Teacher Attributions of Externalizing Student Behavior. Behavioral Disorders, 48(4), 243-254. 01987429231160705

Siuty, M. & Meyer, K.M. (in review). Cripistemologies of teacher education: Centering disabled ways of knowing in learning to teach. Journal of Teacher Education.

Bettini, E., Scott, L.A., Meyer, K.M., Mathews, H.M., & Shaheen, T. (in press). Challenges facing the special education teacher workforce: Composition, distribution, and effectiveness. In J. Kauffman, D. Hallahan, & P. Pullen (Eds), Handbook of Special Education (3rd edition).

Bettini, E., Mathews, H.M., Shaheen, T., Meyer, K., & Scott, L.A. (in press). Factors shaping the special education teacher workforce. In J. Kauffman, D. Hallahan, & P. Pullen (Eds), Handbook of Special Education (3rd edition) (PDF) Factors Shaping the Special Education Teacher Workforce.

Bettini, E., Meyer, K.M., & Stark, K. (in press). Gendered narratives of special education teaching as care work: Implications for improving inequitable working conditions. In E.D. McCray, E. Bettini, M. Brownell, J. McLeskey, & P.T. Sindelar (Eds). Handbook of Research on Special Education Teacher Preparation. Routledge.

Stark, K., Meyer, K.M., & Bettini, E. (2023, May 2023). Teacher stress is not inevitable. Education Week.

Meyer, K.M. (2023, April 11). Building a community of disabled workers changed my relationship with my union. Jacobin.

Bettini, E., Morris-Mathews, H., Lillis, J., Meyer, K.M., Shaheen, T., Kaler, L., & Brunsting, N.C. (2021). Special educators’ roles in inclusive schools. Invited chapter for J. McLeskey, F. Spooner, B. Algozzine, & N.L. Waldron (Eds.), Handbook of Effective, Inclusive Elementary Schools: Research and Practice.

Carroll, M., Baulier, K., Schneider, C. C., Bettini, E., & Green, J. G. U.S. middle and high school teacher attributions of externalizing student behavior. Behavioral Disorders.

Green, J.G., Morabito, M., Savage, J., Goodman, N., Lincoln, E., Lanciani, J., Carroll, M., Kaler, L., Cooper, C., Norton, M., Vasquez, G., & Muller, R. (in press). Reasons police respond in schools: An analysis of narrative data from police incident reports. Child Abuse & Neglect.

Lyon, C. P., Fuchs, D., Stalega, M. V., & Kearns, D. M. (2023). Kindergarten Peer Assisted Learning Strategies. In Reading Intervention Case Studies for School Psychologists (pp. 64-81). Routledge.

Stalega, M.V., Kearns, D.M., Bourget, J., Bayer, N., & Hebert, M. (2023) Is phonological awareness only instruction helpful for reading?: a meta-analysis [manuscript in revision]. University of Connecticut, Storrs, CT, United States.

Kearns, D.M., Lyon, C., Zagata, E., Stalega, M.V. & Kelley, S. (2022) Teaching Syllable Division to Facilitate Polysyllabic Word Reading: Current Research and Possible Alternatives. The Reading League, 3(2), 14.

Clemens, N. H., Solari, E., Kearns, D. M., Fien, H., Nelson, N. J., Stalega, M., Burns, M., Martin, K.S. & Hoeft, F. (2021). They say you can do phonemic awareness instruction “in the dark”, but should you? A critical evaluation of the trend toward advanced phonemic awareness training.

Rosati, S. A. (2023). Initial development and validation of the Student Self-Determination Opportunity Survey: Teacher Report. Neag School of Education Journal, 1(1), 38-63.

Liang, C. T., Rosati, S. A., Fluharty, M., Gabrilowitz, R., Carter, D., Mui, V., Kern, L., & Freeman, J. (2022). A DisCrit critique of practices for youth with or at risk of emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders. (Advance online publication).

Kern, L., Kelly, S., Rosati, S. A., Shera, S., Fluharty, M., Gabrilowitz, R., Carter, D., Liang, C. T., & Freeman, J. (2022). Systematic review of college and career readiness interventions for students with emotional and behavioral disorders. Career Development and Transition for Exceptional Individuals. (Advance online publication).

Freeman, J., Carter, D., Kern, L., Rosati, S. A., Sinnott, S., & Mui, V. Race and gender representation in college and career readiness research for students with EBD. Career Development and Transition for Exceptional Individuals. (In review).

Carter, D., Liang, C. T., Rosati, S. A., Fluharty, M., Gabrilowitz, R., & Mui, V. A DisCrit critique of college and career readiness for youth with or at risk of emotional behavioral disorders. Journal of Career Development. (In review).