NEAG - Key Persons
Job Titles:
- Assistant Professor
- Assistant Professor - in - Residence of Higher Education and Student Affairs
- Assistant Professor - in - Residence of Higher Education and Student Affairs Affiliate Faculty, UConn Center for MHealth and Social Media
- Editor for the Journal of Sorority
Adam M. McCready serves as Assistant Professor-in-Residence of Higher Education & Student Affairs at the University of Connecticut's Neag School of Education. His research critically examines the college student experience with the intent of identifying and challenging oppressive structures in education. He has studied students' experiences in historically white college social fraternities, college men and masculinities, and the relationship between social media use and students' attitudes, behaviors and experiences. His research has been published in Psychology of Men & Masculinities, Research in Higher Education, Innovative Higher Education, Measurement and Evaluation in Counseling and Development and the Journal of Student Affairs Research and Practice.
Adam serves as the Editor for the Journal of Sorority and Fraternity Life Research and Practice, and served as the Vice Chair for Scholarship and Research for the ACPA Coalition on Men & Masculinities from January 2020 to December 2021.
Prior to his faculty career, Adam worked for the Department of Residential Life at MIT as Assistant Director of Fraternities, Sororities and Independent Living Groups from 2011 to 2014. He received the MIT Infinite Mile for Student Life Award in 2014, the Institute's highest honor for student affairs professionals. He served as the Coordinator of Greek Life in the Office of Student Involvement & Leadership at the University of New Hampshire from 2007 to 2011.
Job Titles:
- Postdoctoral Research Associate
- Researcher at the University of Connecticut
Alexandra J. Lamb (Alex) is a postdoctoral researcher at the University of Connecticut in the department of Educational Leadership and a former educator, leader, and technology integrator in K-12 schools. Her research uses organizational and institutional lenses to understand how schools and districts create the conditions for educational change. Specifically, she examines how educational leaders create conditions for change that supports deeper learning, more equitable schooling, and better student outcomes. In her recent work, she examines the influence of educational technology programs on changing district practices, the role of teacher leadership initiatives in district improvement, and plans for district change funded by ARP-ESSER. She has published in the Journal of Educational Administration, Journal of Educational Change, IJEMST, and the Middle Grades Review.
Job Titles:
- Associate Professor
- Co - Editor of Career Development
Dr. Lombardi currently serves as co-editor of Career Development and Transition for Exceptional Individuals, associate editor of Exceptional Children, and on the editorial boards of the Journal of Special Education and the Journal on Postsecondary Education and Disability.
Job Titles:
- Educational Program Coordinator
- Educational Program Coordinator / Department of Educational Leadership
Job Titles:
- Program Coordinator, Teacher Certification Program for College Graduates, Waterbury Campus
Job Titles:
- Assistant
- Officer
- Assistant Dean and Certification Officer
Ann Traynor is Assistant Dean and Certification Officer at the Neag School of Education at the University of Connecticut. She is a member of the University's Advising Council and serves on the Neag School's CAEP Accreditation Self-Study team, Curricula and Courses, and Global Education Committees. In 2011, the UConn Undergraduate Student Government recognized her with the "Advisor of the Year Award." She holds an Ed.D. in Educational Leadership (Ed.D.) from the University of Connecticut and has a courtesy faculty appointment in the Department of Educational Leadership. Her interests include entry barriers to teaching for students of color, teacher licensure testing, and diversifying the teaching force.
Job Titles:
- Program Administrator ( IB / M Program, Storrs Campus )
Job Titles:
- Postdoctoral Research Associate
Job Titles:
- Assistant Dean
- Chief Operating Officer
Job Titles:
- Professor
- Professor of Special Education
Dr. Simonsen is a professor of Special Education with tenure in the Department of Educational Psychology at the Neag School of Education and the Co-Director of the Center for Behavioral Education and Research (CBER; www.cber.org) at the University of Connecticut. She is also the Co-Director of the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS; www.pbis.org), Co-Principal Investigator of the National Multi-Tiered System of Supports Research Network (MTSS-RN; www.mtss.org), a Senior Advisor to the National Center on Intensive Interventions (NCII), and an editorial board member for the Journal of Emotional and Behavioral Disorders. Currently, Dr. Simonsen conducts research, publishes, teaches, and provides training/technical assistance in the areas of (a) school- and class-wide PBIS, (b) positive and proactive professional development supports for teachers, and (c) applications of PBIS in alternative education settings.
Job Titles:
- Associate Professor of Music
- Music Education
Expertise: Music Education, Curriculum, Teacher Evaluation and Policy, Qualitative Research, Choral Music Education, Critical Pedagogy
Cara Bernard is Associate Professor of Music Education at the University of Connecticut in the Neag School of Education, where she teaches courses in choral and elementary methods, curriculum, and supervises student teaching. Her research areas of interest include music teacher evaluation and policy, teacher education, choral music education, urban music education, and diversity and access. She is the co-author of the recently released book Teacher Evaluation in Music: A Guide for Teachers in the US, published by Oxford University Press. Dr. Bernard was a recipient of the 2015 Outstanding Dissertation Award from the Council of Research in Music Education and the 2013 Yale Distinguished Music Educator Award.
Dr. Bernard's work has been published in Philosophy of Music Education Review, Bulletin for the Council of Research in Music Education, Visions of Research in Music Education, Action, Theory, and Criticism, Music Educators Journal, Arts Education Policy Review, and Journal of Popular Music Education. She regularly presents at various international, national, and regional conferences. Currently, she serves on the editorial committees of Music Educators Journal, Arts Education Policy Review, Journal of Music Teacher Education, Journal of Popular Music Education, and serves as associate editor of Visions of Research in Music Education. Dr. Bernard has served on the CT State Education Department's Arts Equity Incentive Committee and the National ACDA Diversity Initiative Sub-Committee, where she created policy, curriculum, and outreach to make the Arts accessible and equitable for all students. Currently, she is President-Elect of CT American Choral Directors Association.
As a clinician, Dr. Bernard has been invited by choral and music education organizations across the country to give workshops and lead festival performances for students and teachers. She has conducted, performed, and prepared choruses for performances at some of the most prestigious venues, from Carnegie Hall and the Apollo Theater to the Museum of Modern Art. Dr. Bernard was the director and conductor of the Count Me In program at Carnegie Hall, where she designed and implemented a vocal and choral curriculum for beginning-level middle school music students. Additionally, she worked with the Young People's Chorus of New York City™ in their School Choral Program, working with New York City public schools to bring a choral experience to over 1,000 children throughout the city. Prior to these appointments, Dr. Bernard enjoyed many years of teaching high school chorus, general music, and piano in the New York City public schools. Dr. Bernard holds degrees from Teachers College of Columbia University, Westminster Choir College of Rider University, and New York University.
Job Titles:
- Professor of Educational Policy
Expertise: Education Policy, Educational Leadership, School Reform, School Choice, Educational Accountability
Cobb, C. D. (2019). A geographic account of economic, health, and educational disparities in Hartford's Sheff Region. Humboldt Journal of Social Relations, 41, 84-100.
Cobb, C. D., Weiner, J., & Gonzales, R. (2017). Historical trends and patterns in the scholarship on leadership preparation. In M. Young, & G. Crow (Eds.), Handbook of research on the education of school leaders (2nd edition). New York, NY: Routledge.
Cobb named Editor-in-Chief of the ranked Sage and UCEA journal, Educational Administration Quarterly
Job Titles:
- Computer Support Technician
Job Titles:
- Hartford TCPCG Administrator
Job Titles:
- Administrative Services Assistant IV
- Administrative Services Assistant IV / Department of Curriculum & Instruction
Job Titles:
- Computer Support Technician
Job Titles:
- Grants & Contracts Specialist
Job Titles:
- Clinical Instructor
- Clinical Instructor in the Sport Management Program
Danielle DeRosa is a Clinical Instructor in the Sport Management Program. In this role she oversees the instruction of the experiential learning components of the Sport Management undergraduate program. This work includes employer and alumni outreach and opportunities to foster partnerships that ensure high quality learning experiences for Sport Management Program students.
Danielle also serves as an Assistant Director for Husky Sport, a campus-community partnership. Through this partnership, Husky Sport facilitates the opportunity for UConn staff and students to engage in a collaborative relationship with community and campus partners to develop, deliver, and evaluate youth development programs that are aimed at enhancing exposure, knowledge, and opportunity to engage in physical activity, healthy nutrition, and academic achievement, as part of positive lifestyles and opportunities.
Prior to these roles, Danielle has worked with campus partners to develop and sustain procedures and culture to support students' experience. This work is evidenced in Danielle's involvement with the Higher Education and Student Affairs (HESA) program at UConn, as well as her work in the Global Training and Development Institute (GTDI), an office of UConn Global Affairs. This work allowed Danielle to engage with college students and young professionals both at the University of Connecticut, and from around the world. Danielle oversaw collaborations with international institutions including Hong Kong Baptist University (Hong Kong), The University for Peace (Costa Rica), and The University of the Western Cape (South Africa).
Previously, Danielle worked with the Office of First Year Programs and Learning Communities and the Counseling Program for Intercollegiate Athletes, in these roles Danielle provided structured academic support to students as they navigated the transition to the University of Connecticut.
David M. Moss, Ph.D., is an Associate Professor specializing in curriculum studies and internationalizing U.S. teacher education. His current research interests are in the areas of global/international education, culturally sustaining pedagogies, and curriculum reform. As a scholar, he has published numerous articles and books promoting educational reform. He was named a Teaching Fellow at the university, the highest honor awarded for instructional excellence and leadership. Dr. Moss has served as a keynote and featured speaker at scholarly societies, universities, and national/international conferences. He has extensive curriculum development and assessment experience and directs the Neag School of Education London Study Abroad program.
Job Titles:
- Associate Professor
- Associate Professor of Special Education in the Neag School of Education
Expertise: Reading instruction for elementary age students, English phonics, learning disabilities in reading (dyslexia), word recognition, psychology of reading, reading intervention in a neurobiological context, responsiveness to intervention (RTI) systems/multi-tier systems of support (MTSS), intensive intervention
Devin Kearns, Ph.D. is an associate professor of Special Education in the Neag School of Education at the University of Connecticut (UConn). He is a research scientist for the Center for Behavioral Education & Research and Haskins Laboratories. Dr. Kearns has a Master's degree in Elementary Literacy from Loyola Marymount University and a Ph.D. in Special Education from Vanderbilt University. He is an affiliated faculty member for the UConn Institute for Brain and Cognitive Sciences (IBACS) and the UConn Institute for Collaboration on Health, Intervention, and Policy.
Dr. Kearns researches reading disabilities including dyslexia. His projects address four aspects of this topic.
explore the cognitive mechanisms that predict individual differences in reading
examine the effects of reading instruction on neurobiological processing during reading in the CARING Project (with Ken Pugh at Haskins Laboratories) and the brainCAMP project (with Fumiko Hoeft, Director of the UConn Brain Imaging Research Center).
Dr. Kearns has extensive experience as an educator and professional development provider. He has seven years of classroom experience as a general-education teacher, literacy coach, and reading specialist for students with dyslexia. He has provided professional development for schools and other organizations across the U.S. and internationally. He also speaks to the public about reading, reading difficulty, and dyslexia based on his school experience and research. He frequently does demonstration lessons using effective literacy instructional practices and supports educators to use those practices.
Dr. Kearns was a Learning Sciences Institute and Institute of Education Sciences fellow and recipient of Vanderbilt University's Robert Gaylord-Ross Award for Writing Excellence and the Neag School of Education's Early-Career Researcher of the Year.
Whaley, V. M., & Kearns, D. M. (2019, January). Creating and implementing a word reading intervention with morphemes. Paper presented at the Annual Convention of the Council for Exceptional Children.
Job Titles:
- Administrative Services Assistant
Job Titles:
- Assistant Director of Student Support
Dominique Battle-Lawson is a Ph.D. student at the University of Connecticut in the Curriculum in Instruction Department (EDCI) in Reading Education. She graduated with her Bachelor of Science in Elementary Education in 2009 and a Master of Arts in Curriculum and Instruction in 2008, both from UConn. She taught children as an elementary teacher for seven years, adults at the college level as a developmental-English instructor at a community college for two years, and high school English in a TRIO program for four years.
Her research interest includes literacy evaluations of the systemic and structural bias for marginalized communities in public education, specifically within literacy and formative assessments within the U.S. She seeks to promote methods of education that seek new opportunities for marginalized students.
Currently, she is the Assistant Director of Student Support at UConn's Neag School, where she assists students in their growth and development by constructing meaningful educational plans that are compatible with their life goals. She is a member of various professional organizations, including the National Academic Advising Association (NACADA), the American Association of Colleges for Teacher Education (AACTE), and the Network Improvement Community (NIC). Battle-Lawson also serves as an advisor of Leadership in Diversity (LID), a student organization focusing on; increasing diversity in education, and as an advisor for the Neag School's Teacher Education Student Association (TESA), an organization for all Neag School teacher preparation students.
Doug Glanville brings a distinct perspective to his teaching on the subject of sports, activism, policy, and the media. He is uniquely capable of offering insight about baseball and how the sport translates to everyday life. Raised in Teaneck, New Jersey, Glanville graduated from the School of Engineering at the University of Pennsylvania. He was the first African American Ivy League graduate to play Major League Baseball. After retiring from a nine-year career in the MLB, Glanville began sharing his experience and knowledge through his writing, speaking, and sports commentary. He balances his broadcasting career at NBC Sports Chicago and ESPN with his goals as a teacher and advisor. He is the author of the critically acclaimed book, The Game from Where I Stand: A Ballplayer's Inside View. His work appears in The Athletic, The New York Times, and NBC Sports Chicago, as well as other publications. He also co-hosts the baseball podcast, Starkville, where he and co-host Jayson Stark share baseball stories and trivia as they challenge their audience to rethink conventional wisdom.
This fall, Glanville will be advising students and developing an online course on sport, race, and the media modeled after the courses he has taught at UPenn and Yale. Additionally, he will teach the undergraduate "Sports and Society" sections in the spring.
Job Titles:
- Associate Professor of Literacy Director of Neag Global Education University Teaching Fellow
Job Titles:
- Director of Teacher Education and Associate Professor of Curriculum and Instruction
- Director of Teacher Education for the Neag School of Education
Expertise: Urban Education, Educational Equity, Racial and Social Justice, Teacher Preparation, Sociocultural and Political Contexts of Education
Dr. Alyssa Hadley Dunn is the Director of Teacher Education for the Neag School of Education and an Associate Professor of Curriculum and Instruction. A former high school English teacher, Dr. Dunn now focuses her teaching, research, and service on urban education for social and racial justice. She studies how to best prepare and support teachers to work in urban schools and how to teach for justice and equity amidst school policies and reforms that negatively impact teachers' working conditions and students' learning conditions. Prior to coming to UConn, she was an Associate Professor at Michigan State University and an Assistant Professor at Georgia State University. She is the author of three award-winning books: Teaching on Days After: Educating for Equity in the Wake of Injustice (Teachers College Press, 2021); Teachers Without Borders?: The Hidden Consequences of International Teachers in U.S. Schools (Teachers College Press, 2013); and Urban Teaching in America (Sage Publications, 2011) . She has published dozens of articles in journals such as the American Educational Research Journal, Journal of Teacher Education, Teachers College Record, Urban Education, and Teaching and Teacher Education. A committed public scholar, she has been a contributor to the Huffington Post and National Public Radio. Among other awards, Dr. Dunn is the winner of the Critical Educators for Social Justice Revolutionary Mentor Award from the American Educational Research Association and Michigan State University's Teacher-Scholar of the Year Award.
Job Titles:
- Associate Professor
- Member of Research
Dr. Christopher Rhoads received his Ph.D. in Statistics from Northwestern University (NU). He entered his current position following a three-year post-doctoral fellowship at the Institute for Policy Research at NU. Dr. Rhoads' research focuses on methodological and statistical approaches to improving causal inference in policy-relevant research, particularly in the design and analysis of large field studies for the purposes of policy evaluation. He has published articles in outlets such as Journal of Educational and Behavioral Statistics, Journal of Research on Educational Effectiveness and British Journal of Mathematical and Statistical Psychology and is acknowledged as an outstanding peer reviewer for two scholarly journals.
Dr. Rhoads has been a member of research teams conducting evaluation and efficacy grants in the areas of educational technology and gifted education (Institute of Education Sciences), elementary mathematics teacher professional development (Department of Education), college persistence for non-traditional students (National Science Foundation) and housing and child welfare (Administration for Children and Families). He also serves on the advisory boards for several IES and NSF funded projects. He is a regular presenter at the IES funded Summer Research Training Institute for Cluster Randomized Trials, where he lectures on the topic of longitudinal models.
Rhoads, C. (2017). Coherent power analysis in multi-level studies using parameters from surveys. Journal of Educational and Behavioral Statistics, 42(2), 166-194.
Rhoads, C. (2014) Under what circumstances does external knowledge about the correlation structure improve power in cluster randomized designs? Journal of Research on Educational Effectiveness, 7(2), 205-224.
Job Titles:
- Professor of Research
- Professor, Educational Psychology
Expertise: latent variable modeling, multilevel modeling, instrument design, quantitative research methods, longitudinal modeling, gifted education
Dr. D. Betsy McCoach is a professor of Research Methods, Measurement, and Evaluation and a faculty member in the M.S. in Data Science program at the University of Connecticut. She has extensive experience in latent variable and structural equation modeling, longitudinal data analysis, hierarchical linear modeling, instrument design, and factor analysis. Her substantive areas of research interest include gifted education and underachievement. Betsy has published over 100 peer reviewed journal articles, book chapters, and books, including Introduction to Modern Modeling Methods (2022) with Dakota Cintron, Multilevel Modeling Methods with Introductory and Advanced Applications (2022), with Ann O'Connell and Bethany Bell, Multilevel Modeling of Educational Data with Ann O'Connell and Instrument Development in the Affective Domain (3rd edition), co-authored with Robert K. Gable. Betsy served as the founding co-editor for the Journal of Advanced Academics and co-editor of Gifted Child Quarterly. Betsy is the founder and conference chair of the Modern Modeling Methods conference, held at UCONN. Betsy has served as a Co-Principal Investigator and research methodologist on several federally funded research grants, including the National Center for Research on Gifted Education, Evaluating the Impact of Integrated Behavior and Reading Multi-Tiered Systems of Support in Elementary Schools, and Project NEEDs2, all funded by IES, and Science of Learning and Art of Communication (SLAC), funded by NSF. Betsy is past chair of several AERA SIGs, including the Structural Equation Modeling SIG, Multilevel Modeling SIG, Educational Statisticians SIG, and Research on Giftedness, Creativity, and Talent Development SIG. Betsy is a fellow of the American Psychological Association, Division 5, and winner of the 2022 Distinguished Scholar award from NAGC.
Job Titles:
- Associate Professor and Program Coordinator of School Counseling at the University
- Counselor Education and Program Coordinator
Dr. Diandra J. Prescod is an Associate Professor and Program Coordinator of School Counseling at the University of Connecticut. In her previous role, she was an Assistant Professor of Counselor Education and Program Coordinator of Career Counseling at Pennsylvania State University. Her research focuses on career development interventions for (a) STEM undergraduate students and (b) women/students of color in higher education. Dr. Prescod currently serves as secretary for the European Branch of the American Counseling Association and spent one year as secretary and member of the organizing committee for the Pennsylvania Career Development Association (est. 2019) that won the National Career Development Association's Outstanding State Division Award in 2020. She is active in the field of Counselor Education and presents her research nationally and internationally.
Job Titles:
- Associate Dean for Academic Affairs and Professor, Curriculum and Instruction
- Associate Dean of Academic Affairs in the Neag School of Education
- Professor
Dr. Dorothea Anagnostopoulos is the Associate Dean of Academic Affairs in the Neag School of Education and a professor of Curriculum and Instruction at the University of Connecticut. She served as the Executive Director of Teacher Education from 2013 to 2018, and led faculty and K-12 school partners in a practice-based teacher education program redesign. Her research explores questions related to teaching quality, teacher education and the organization of teachers' work. She has examined the consequences of accountability policies and other reform efforts on teaching and teachers, especially in schools that serve minoritized students and students living in poverty. She has also examined the design of teacher education and its consequences for beginning teachers' development and practice in diverse contexts. Dorothea's research has been widely published, including in journals such as the American Educational Research Journal, Journal of Teacher Education, Teaching and Teacher Education, and Educational Evaluation and Policy Analysis. In addition to co-editing The Infrastructure of Accountability: Data Use and the Transformation of American Education, and co-authoring, The Education Mayor: Improving America's Schools, she recently co-edited The Corona Chronicles, a two-volume set that documents the effects of the COVID-19 pandemic on teachers, teacher educators and their students. Dorothea has served as a PI and Co-PI on several funded projects. This includes a recent large-scale, longitudinal study, funded by the National Science Foundation and the Spencer Foundation, which examines the relationship between teacher education, school resources, and beginning elementary teachers' development of ambitious mathematics and English language arts instruction across diverse contexts. Prior to joining the University of Connecticut faculty, Dorothea was an associate professor of teacher education at Michigan State University where she served as a faculty leader of the Urban Educators' Cohort Program and co-led the Future Teachers for Social Justice project funded by the Skillman Foundation. Dorothea is past Vice President of AERA's Division K, Teaching and Teacher Education and served on AERA's Executive Board. As Division K Vice President she created the Re-envisioning Teaching and Teacher Education in the Shadow of the COVID-19 Pandemic and the Anti-Racist Teaching and Teacher Education seed grants to support innovative research partnerships, especially those led by early career scholars. Prior to earning her PhD, Dorothea taught secondary English in rural and urban schools, including an alternative high school in Chicago.
Anagnostopoulos, D., Levine, T., Roselle, R. & Lombardi, A. (2018). Learning to redesign teacher education: A conceptual framework to support program change. Teaching Education, 29 (1), 61-80. https://doi.org/10.1080/10476210.2017.1349744
Anagnostopoulos, D., Rutledge, S., & Vali, B. (2013). State education agencies, information systems, and the expansion of state power in the era of test-based accountability. Educational Policy, 27 (2), 217-247. https://journals.sagepub.com/doi/10.1177/0895904813475713
Job Titles:
- Professor in the Department of Educational Psychology
Dr. E. Jean Gubbins is Professor in the Department of Educational Psychology at the University of Connecticut. Through grant funding from the United States Department of Education for The National Research Center on the Gifted and Talented (NRC/GT), Dr. Gubbins implemented research studies focusing on the curricular strategies and practices in science, technology, engineering and mathematics (STEM) high schools, reading and mathematics education in elementary schools, professional development, and gifted education pedagogy for all students. Currently, she is the Associate Director for our new grant funded center, National Center for Research on Gifted Education (NCRGE), focusing on exemplary practices in identification and programming for gifted and talented students from underrepresented groups. She is the Principal Investigator of Thinking Like Mathematicians: Challenging All Grade 3 Students and co-Principal Investigator of Project BUMP UP: Building Up Mathematics Proficiency Utilizing Push-in. Both research projects are funded under the Jacob K. Javits Gifted Education Program.
Dr. Gubbins' expertise in program evaluation has allowed her to conduct over 45 program evaluations for school districts around the country and implement literacy and arts-integrated evaluations for non-profit organizations. Her research, evaluation, and teaching interests stem from prior experiences as a classroom teacher, teacher of gifted and talented students, evaluation consultant, and professional developer. She teaches graduate courses in gifted education and talent development related to identification, programming, curriculum development, and program evaluation. Articles, book chapters, edited books, and an e-Book highlight the range of topics within the field of gifted and talented education.
Job Titles:
- Assistant Research Professor in the Department of Educational Psychology
Dr. Emily Iovino is an Assistant Research Professor in the Department of Educational Psychology. She primarily works as the implementation coordinator for the Feel Your Best Self project. She is also a licensed psychologist in the state of Connecticut and a Nationally Certified School Psychologist. Dr. Iovino's work is focused on school-based social-emotional and behavioral interventions, family caregiver health and well-being, and supporting district and school implementation of policies and practices related to the CDC's Whole School, Whole Community, Whole Child model.
Job Titles:
- Associate Clinical Professor of Teacher Education
- Associate Clinical Professor of Teacher Education / Department of Curriculum and Instruction
Dr. Sandra Quiñones (pronounced Kinyones) joined the Neag School of Education in August of 2022. She is a faculty member in the Department of Curriculum and Instruction (EDCI) and is the Director of School-University Partnerships (Office of Teacher Education) for the Integrated Bachelor's and Master's (IB/M) Teacher Education Program in the UConn-Storrs campus. Her qualitative research focuses on Latina teachers' sociocultural notions of being a well-educated person from bilingual-bicultural perspectives.
Dr. Sandra Quiñones collaborated with Dr. Anne Marie FitzGerald, an educational leadership scholar (University of Prince Edward Island-Canada), to conduct case study research on the conditions and practices that facilitate meaningful family engagement in a community school in eastern Pennsylvania. That research has been published in the Journal of Leadership and Policy in Schools, the Journal of Professional Capital and Community, and the Bilingual Research Journal. More recently, Sandra has collaborated with various scholars to engage in Self-Study of Teaching and Teacher Education (S-STEP) methodologies and develop her practice as a teacher educator.
Liz Howard is an associate professor of bilingual education in the department of Curriculum and Instruction. Her current research focuses on the development of sociocultural competence among dual language students in the U.S. and Costa Rica, and she was recently awarded a grant from the U.S. Department of Education to investigate the development of sociocultural competence among dual language students and its relationship to equitable bilingualism and biliteracy outcomes. Previously, she has served as the principal investigator or co-PI of three large-scale, federally funded studies of the literacy development of Spanish-English bilinguals - a recently completed study of argument writing among Latino 4th grade students, a cross-linguistic vocabulary intervention for middle schoolers, and a longitudinal study focusing on cross-linguistic influences on the spelling development of students in the upper elementary grades. She was also the co-PI of a faculty learning community designed to build the capacity of teacher education faculty members to support pre-service teachers' learning about emergent bilinguals. Prior to coming to UConn, she was a senior research associate with the Center for Applied Linguistics (CAL) in Washington, DC, where she directed a number of projects related to dual language education and biliteracy development, including the longitudinal CREDE Study of Two-Way Immersion. In addition, she has worked as a bilingual elementary school teacher in California and Costa Rica, and has also taught adult ESL and literacy courses as a Peace Corps Volunteer in Costa Rica.
Job Titles:
- Business & Grant Services Director
- Grant Services Director
Job Titles:
- Director of Alumni Relations, Neag School of Education
Job Titles:
- UCAPP Program Coordinator / Adjunct Professor
Job Titles:
- Vice President and Chief Diversity Officer at UConn, and Professor of Higher Education and Student Affairs
Job Titles:
- Vice Provost for Strategic Initiatives and Professor of Mathematics Education
Job Titles:
- Assistant Research Professor
Job Titles:
- Higher Education and Student Affairs
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- Goats Community Board - Member
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- Assistant Professor of Learning Sciences
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- Assistant Professor, School Psychology
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- Postdoctoral Research Associate
Job Titles:
- Academic Specialist / Adjunct Professor
Job Titles:
- Associate Clinical Professor
Job Titles:
- Board of Trustees Distinguished Professor / 860 486 5279
Job Titles:
- Associate Clinical Professor
Job Titles:
- Assistant Professor of Learning Sciences
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- Postdoctoral Research Associate
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- Educational Program Coordinator
Job Titles:
- Assistant Clinical Professor, Teacher Certification Program for College Graduates
Job Titles:
- Coordinator, Executive Leadership Program
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- Director of Assessment, Accountability, and Accreditation
Job Titles:
- Assistant Professor of Counseling
Job Titles:
- Professor and Department Head
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- Grants and Contracts Specialist
Job Titles:
- Letitia Neag Morgan Chair in Educational Psychology, Board of Trustees Distinguished Professor, University Teaching Fellow
Job Titles:
- Executive
- Program Director
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- Administrative Services Assistant III
Job Titles:
- Director of Development, Neag School of Education
Job Titles:
- Program Administrator, Teacher Certification Program for College Graduates
Job Titles:
- Professor and Director, School Psychology
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- Business and Operations Specialist
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- Professor and Department Head
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- World Languages Education
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- Director of Communications and Digital Strategy
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- Higher Education and Student Affairs
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- Associate Research Professor
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- Assistant Director for Program and Partnerships, Husky Sport
Job Titles:
- Assistant Professor - in - Residence
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- John and Maria Neag Professor of Urban Education
Job Titles:
- Director, Reading and Language Arts Center / Associate Professor, Department of Curriculum and Instruction
- Professor of Literacy Education
Job Titles:
- Endowed Chair for Talent Development
- Endowed Professor of Educational Policy
- Raymond Neag Endowed Professor of Educational Leadership
Casey D. Cobb is the Raymond Neag Professor of Educational Policy at the Neag School of Education at the University of Connecticut. His current research interests include policies on school choice, accountability, and school reform, where he examines the implications for equity and educational opportunity. He is co-author of Fundamentals of Statistical Reasoning in Education (Wiley/Jossey Bass, 4th ed.) and Leading dynamic schools (Corwin Press). Dr. Cobb has published in such journals as Educational Evaluation and Policy Analysis, Educational Policy, Education and Urban Society, Educational Leadership, and Review of Research in Education. Dr. Cobb is a National Education Policy Center Fellow and member of the Research Advisory Panel for the National Coalition on School Diversity. He is a former two-term elected member of the Executive Committee for the University Council for Educational Administration (UCEA) and former editor of Educational Administration Quarterly (EAQ). He holds an A.B. from Harvard University, an M.S. from the University of Maine, and a Ph.D. from Arizona State University.
Job Titles:
- Assistant Research Professor ( Visiting )
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- Associate Clinical Professor
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- Associate Professor - in - Residence Director, Educational Leadership Preparation Programs
Job Titles:
- Raymond Neag Endowed Professor of Educational Leadership
Job Titles:
- Assistant Professor of Curriculum and Instruction
Job Titles:
- Letitia Neag Morgan Chair in Educational Psychology, Board of Trustees Distinguished Professor, University Teaching Fellow
Iovino, E.A., Chafouleas, S.M., Sanetti, L.M.H., & Gelbar, N. (2021). Pilot evaluation of a Facebook group self-care intervention for primary caregivers of children with developmental disabilities. Journal of Child and Family Studies, https://doi.org/10.1007/s10826-021-02047-6
Job Titles:
- Assistant Professor - in - Residence
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- Associate Director of RMME Online Programs Postdoctoral Research Associate
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- Higher Education and Student Affairs, and Director of Global Education
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- Publicity and Marketing Administrator
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- Postdoctoral Research Associate
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- Associate Clinical Professor
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- Assistant Professor in Residence
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- Endowed Professor of Teacher Education
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- Department Head and Professor
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- Assistant Clinical Professor, Special Education
Job Titles:
- Postdoctoral Research Associate