{"id":35,"date":"2016-08-02T12:53:26","date_gmt":"2016-08-02T16:53:26","guid":{"rendered":"https:\/\/sites.bu.edu\/voise\/?page_id=35"},"modified":"2016-10-30T19:27:58","modified_gmt":"2016-10-30T23:27:58","slug":"research-team","status":"publish","type":"page","link":"https:\/\/sites.bu.edu\/voise\/research-team\/","title":{"rendered":"Research Team"},"content":{"rendered":"

 <\/p>\n

\u00a0Nathan \"SEDFACULTY\"D. Jones, Ph.D.<\/strong>
\n\u00a0Principal Investigator<\/strong><\/p>\n

Dr. Nathan Jones is an assistant professor of special education. In his \u00a0research, Dr. Jones focuses on teacher quality, teacher development, and \u00a0school improvement, with a specific emphasis on the use of measures of \u00a0teacher effectiveness in evaluation systems. He previously worked as a middle school special education teacher in the Mississippi Delta.<\/p>\n

 <\/p>\n

\u00a0Courtney B\"05d2302\"ell, Ph.D.<\/strong>
\n\u00a0Principal Investigator<\/strong><\/p>\n

\u00a0Courtney A. Bell is a Senior Research Scientist in ETS\u2019s Understanding \u00a0Teaching Quality Initiative. Courtney\u2019s research collaborations focus on the \u00a0measurement of teaching and how measures of teaching are understood and \u00a0used at the intersections of research, policy, and practice. Her current studies use mixed-methods to analyze the measurement of teaching and the validity of measures of teaching quality in various contexts. These measures include observations, artifacts, and on-demand technology-based performance measures. Guided by a desire to support the professionalization and improvement of teaching, Courtney continues\u00a0to learn from practitioners through collaborative studies and her service on state and local technical advisory committees.\u00a0 Prior to her work at ETS, Courtney was a rowing coach, high school science teacher, and teacher educator. She completed her doctorate at Michigan State University in Curriculum, Teaching, and Educational Policy.<\/span><\/p>\n

\u00a0<\/strong>\u00a0<\/strong><\/p>\n

\"Brownell-pic-300x200\"\u00a0Mary Brownell, Ph.D.<\/strong>
\n\u00a0Principal Investigator<\/strong><\/p>\n

Mary Brownell\u00a0is a Professor of Special Education at the University of \u00a0Florida and Director of the Collaboration for Effective Educator \u00a0Development, Accountability and Reform (CEEDAR Center), an OSEP \u00a0funded project designed to improve the preparation of teachers and leaders working with students with disabilities. Dr. Brownell has secured multiple grants (totaling over 42 million dollars) from the U.S. Department of Education (U.S. DOE), Office of Special Education Programs and Institute for Education Sciences to support research and technical assistance aimed at improving teaching quality for students with disabilities. Specifically, she has studied issues related to teacher education, teacher assessment, professional development, and teacher attrition. Dr. Brownell\u2019s research efforts have culminated in numerous refereed publications, book chapters, books, and presentations. <\/span><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0Yi Qi, \"Yi_headshot\"M.A.<\/strong>
\n\u00a0Project Manager<\/strong><\/p>\n

Yi Qi is a senior research associate in ETS\u2019s Student & Teacher Research \u00a0Department. She joined the organization in 2008. Yi holds a Master\u2019s degree\u00a0from \u00a0University of Missouri-Columbia, majored in Education Administration, as well \u00a0as a Certificate of Advanced Studies in Instructional Design, Development & Evaluation\u00a0from Syracuse University. Yi\u2019s work centers around policy and evaluation issues related to teacher education and how best to measure teaching practice. She has worked on large scale studies on using classroom observation protocols, along with other measures to evaluate teaching quality.<\/p>\n

 <\/p>\n

\"AC\"\u00a0Andrew Croft, M.Ed.<\/strong>
\n\u00a0Research Assistant<\/strong><\/p>\n

Since\u00a02008 Andrew has been working as a research assistant at ETS on issues \u00a0surrounding teaching quality and licensure. His experiences have mainly revolved \u00a0around measures of content knowledge for teaching and observations of classroom \u00a0practices. Building on research in K-12 education, Andrew began his pursuit of a career in higher education by completing his \u00a0master’s degree at Teachers College in 2011. He will continue his studies in a \u00a0doctorate program at Boston College beginning Fall 2016. His interests are \u00a0in academic affairs, particularly teaching and learning in higher education.<\/p>\n

 <\/p>\n

\u00a0Ama\"AR\"<\/strong>nda Redash, M.A.<\/strong>
\n\u00a0Research Assistant<\/strong><\/p>\n

Amanda Redash is a doctoral student in special education at Boston University. \u00a0Her research interests span a variety of topics within special education, \u00a0including co-teaching, teacher evaluation, parent involvement, and school \u00a0administration. She holds a master\u2019s degree in applied developmental and educational psychology from Boston College and is a former elementary school special education teacher.<\/p>\n

 <\/p>\n

\u00a0Me\"Untitled\"lissa Fowler, M.A.<\/strong>
\n\u00a0Research Assistant<\/strong><\/p>\n

Melissa Fowler is a Research Associate in the Student and Teacher Research \u00a0Center at Educational Testing Service. Melissa\u2019s current projects are \u00a0centered around performance assessments for teacher licensure and the \u00a0validity of formal evaluation models for special education teachers. Prior to joining ETS, Melissa worked as a consultant with school districts and non-profit organizations to encourage best practices, provide direct support in the instruction of students with overlapping neurological disorders, and negotiate communication and cooperation between school administration, teachers, and families. She has also worked as a Research Assistant at Rutgers University and the College of New Jersey, taught eighth grade English, taught courses at the Rutgers University Graduate School of Education, and co-founded the Tim Howard Leadership Academy for teens with neurological conditions. Melissa received her M.A. from The College of New Jersey in English Literature, her M.Ed. from Rutgers University in the Social and Philosophical Foundations of Education, and has additional graduate coursework in special education, cultural anthropology, gender studies, and education policy. Her research interests are in education equity, teacher quality, and how social identity impacts student learning.<\/p>\n

 <\/p>\n

\"Gary\"\u00a0Gary DeYoung, M.A.<\/strong>
\n\u00a0Research Assistant<\/strong><\/p>\n

\u00a0Gary DeYoung is a first year doctoral student in the Counseling Psychology \u00a0Program at Boston University. Before entering the School of Education, he \u00a0spent ten years teaching and serving in a number of administrative and \u00a0managerial roles in rural Mississippi and Arkansas. After developing an interest in researching strategies to creating high-functioning work and learning environments for students and teachers alike, he returned to his native Massachusetts and earned an MA in Psychology in BU\u2019s Psychological and Brain Sciences Department in the spring of 2016. Gary has developed a particular interest in researching strategies to construct learning environments that enhance empathy and prosocial behavior, especially in traditionally underserved schools.<\/span><\/p>\n

 <\/p>\n

\"Reem's\u00a0Reem Al Ghanem, Ed.M.<\/strong>
\n\u00a0Research Assistant<\/strong><\/p>\n

Reem Al Ghanem is a doctoral candidate in the Special Education program \u00a0at Boston University. Reem\u2019s research interests are in the areas of language \u00a0acquisition, typical and atypical reading profiles in monolingual and \u00a0bilingual children (particularly English and Arabic speakers), differentiating between reading difficulties related to second language acquisition and reading difficulties related to genuine reading disability, and reading intervention. Reem enjoys working with pre-service and in-service special education teachers on the best practices in special education in general, and in reading intervention in particular. As a part of her doctoral studies, Reem worked with Dr. Devin Kearns on investigating factors related to skilled polysyllabic word reading. She and Dr. Kearns believe that their work will contribute to the growing research on polysyllabic words and will help improve polysyllabic words instruction. Reem has published a literature review in Reading Research Quarterly<\/em> that focuses on factors related to skilled word recognition in Arabic. And, she aspires to develop a line of research that addresses the gaps in the literature concerning reading disability in Arabic and reading intervention for Arabic speakers as well as validating reading intervention programs with English Language Learners. Currently, Reem is working with Dr. Stephanie Al Otaiba on translating and adapting the Peer-Assisted Learning Strategies (PALS)<\/em> program into Arabic. She is also working as a research assistant on a number of studies concerning the retention of special education teachers as it relates to their working conditions and proper evaluation of special education teachers.<\/p>\n","protected":false},"excerpt":{"rendered":"

  \u00a0Nathan D. Jones, Ph.D. \u00a0Principal Investigator Dr. Nathan Jones is an assistant professor of special education. In his \u00a0research, Dr. Jones focuses on teacher quality, teacher development, and \u00a0school improvement, with a specific emphasis on the use of measures of \u00a0teacher effectiveness in evaluation systems. He previously worked as a middle school special education […]<\/p>\n","protected":false},"author":11853,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-templates\/profiles.php","meta":[],"_links":{"self":[{"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/pages\/35"}],"collection":[{"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/users\/11853"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/comments?post=35"}],"version-history":[{"count":18,"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/pages\/35\/revisions"}],"predecessor-version":[{"id":261,"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/pages\/35\/revisions\/261"}],"wp:attachment":[{"href":"https:\/\/sites.bu.edu\/voise\/wp-json\/wp\/v2\/media?parent=35"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}