VITA - Texas A&M University



VITA

YVONNE L. GODDARD, Ph.D.

Texas A&M University

603 Harrington Tower (979) 862-2008 [office]

4225 TAMU (734) 548-0274 [cell]

College Station, TX 77843 ygoddard@tamu.edu

EDUCATION

1998 Ph.D. in Special Education, emphasis on Applied Behavior Analysis

The Ohio State University, Columbus, Ohio

1991 M.Ed. in Mentally and Physically Handicapped, Birth through Adult

The University of Pittsburgh, Pittsburgh, Pennsylvania

1989 B.S. in Business Administration, Cum Laude with Honors

The Ohio State University, Columbus, Ohio

1989 International Studies in the Liberal Arts as a component of B.S. program Completed at Webster College, London, England

PROFESSIONAL EMPLOYMENT

2009-present Assistant Professor (tenure-track), Texas A&M University, College Station, TX

2007- 2008 Assistant Professor (tenure-track), University of Michigan, Ann Arbor, MI

Faculty affiliate, Combined Program in Education and Psychology

2004 –2007 Assistant Professor/Research Scientist, University of Michigan, Ann Arbor, MI

2000 - 2004 Assistant Professor (tenure-track), University of Toledo, Toledo, Ohio

1999 - 2000 Adjunct Instructor:

University of Michigan, Ann Arbor, Michigan

Eastern Michigan University, Ypsilanti, Michigan

Wayne State University, Detroit, Michigan

1998-1999 Special Education Supervisor, Groveport Madison Local School District, Groveport, Ohio.

1996-1998 Graduate Teaching/Research Associate, Ohio State University, Columbus, Ohio.

1995-1996 Graduate Research Associate, Center for Special Needs Populations, Great Lakes

SU, 1997 Area Regional Resource Center, The Ohio State University, Columbus, Ohio.

1995. Resource Teacher, Wicomico County Board of Education, Salisbury, Maryland.

Taught students with various mild to moderate disabilities in inclusive and pull-out settings.

PUBLICATIONS (* designates publication written with students)

Refereed Journal Articles - Published

* Goddard, Y. L., Numerski, C , Goddard, R. D., Salloum, S. & Berebitsky, D. (2010). A multilevel exploratory study of the relationship between teachers’ perceptions of principals’ instructional support and group norms for instruction in elementary schools. Elementary School Journal, 111, 336-357.

Allan, S. D., & Goddard, Y. L. (2010). Differentiated instruction and RTI: A natural fit. Educational Leadership, 68(2). Online at .

* Goddard, Y. L., & Rinderknecht, L. (2009). Using basic reading skills instruction and formative assessments to teach an adult with traumatic brain injury to read: A case study. Remedial and Special Education, 30, 283-299.

* GODDARD, Y. L., & SENDI, C. (2008). EFFECTS OF SELF-MONITORING ON THE NARRATIVE AND EXPOSITORY WRITING OF FOUR FOURTH-GRADE STUDENTS WITH LEARNING DISABILITIES. READING AND WRITING QUARTERLY: OVERCOMING LEARNING DIFFICULTIES, 24, 408-433.

GODDARD, Y. L., GODDARD, R. D., & TSCHANNEN-MORAN, M. (2007). A THEORETICAL AND EMPIRICAL INVESTIGATION OF TEACHER COLLABORATION FOR SCHOOL IMPROVEMENT AND STUDENT ACHIEVEMENT IN PUBLIC ELEMENTARY SCHOOLS. TEACHERS COLLEGE RECORD, 109, 877-896.

Heron, T. E., Welsch, R., and Goddard, Y. L. (2003). Applications of tutoring systems in specialized subject areas: An analysis of skills, methodologies, and results. Remedial and Special Education, 24, 288-300.

GODDARD, R. D., & GODDARD, Y. L. (2001). A MULTILEVEL ANALYSIS OF TEACHER AND COLLECTIVE EFFICACY IN URBAN SCHOOLS. TEACHING AND TEACHER EDUCATION, 17, 807-818.

* Wolfe, L. H., Heron, T. E., & Goddard, Y. L. (2000). Effects of self-monitoring on the on-task behavior and written language performance of elementary students with learning disabilities. Journal of Behavioral Education, 10, 49-73.

Goddard, Y. L., & Heron, T. E. (1998). Please teacher, help me learn how to spell better: Teach me self-correction. Teaching Exceptional Children, 30(6), 38-43.

* Okyere, B. A., Heron, T. E., & Goddard, Y. L. (1997). Effects of self-correction on the acquisition, maintenance, and generalization of the written spelling of elementary school children. Journal of Behavioral Education, 7, 51-69.

Refereed Journal Articles: Under Review

Goddard, Y. L., & Goddard, R. D. Differentiated instruction and student achievement: A statewide multilevel examination. Teachers College Record

* GODDARD, R. D., GODDARD, Y. L., KIM, E. S., & MILLER, R. J. COHERENT EVIDENCE: THE ROLES OF INSTRUCTIONAL LEADERSHIP, TEACHER COLLABORATION, AND COLLECTIVE EFFICACY BELIEFS. AMERICAN EDUCATIONAL RESEARCH JOURNAL

* Roberts, E. L. & Goddard, Y. L. Connecting literacy strategies with self-determination instruction for students with intellectual and developmental disabilities. Teaching Exceptional Children

Refereed Journal Articles: In Progress

* Goddard, Y. L. & Kim, M. Connections between teacher collaboration, differentiated instruction, and teacher efficacy.

GODDARD, Y. L. DEFINING AND MEASURING TEACHER COLLABORATION.

* Goddard, Y. L., Allan, S. D., & Williams, C. Improving instruction: Approaching response to intervention as a means of differentiating instruction for all students. Under revision for resubmission.

* Frosch, J. & Goddard, Y. L. Using decodable text to increase struggling second graders’ word reading abilities.

Chapters In Books

Heron, T. E., Goddard, Y. L., & Tincani, M. J. (2003). Curriculum considerations. In R. Weaver, M. F. Landers, T. M. Stephens, & E. A. Joseph (Ed.), Administering Special Education Programs: A Practical Guide for School Leaders (pp. 83-106). Rosemont, NJ:  Modern Learning Press.

Goddard, Y. L., & Heron, T. E. (2001). The consultation process. In T. E. Heron & K. C. Harris, The Educational Consultant: Helping Professionals, Parents, and Mainstreamed Students (4th ed., pp. 3-37). Austin, TX: PRO-ED.

Zins, J. E., Heron, T. E., & Goddard, Y. L. (1999). Secondary prevention: Applications through intervention assistance teams and inclusive education. In C. R. Reynolds & T. B. Gutkin (Eds.), The Handbook of School Psychology (3rd ed., pp. 800-821). New York, NY: John Wiley & Sons.

Book Reviews

Goddard, Y. L. (1996). Review of the book: Gallagher, P. A. (1995). Teaching students with behavior disorders: Techniques and activities for classroom instruction. In Research and Reflection: A Journal of Educational Praxis, 2(1).

CURRENT RESEARCH PROJECTS (* designates work involving students)

* Examining teacher collaboration and differentiated instruction in a random sample of rural Michigan elementary schools. Data from a current IES grant, the School Leadership Improvement Study, are being analyzed, with a focus on teachers’ instructional practices.

* Improving the reading skills of a third grader with learning difficulties. This unfunded, single case design study is in its second year. An undergraduate student and a doctoral student work with me on this project. The purpose is to evaluate the effectiveness of various reading interventions on reading outcomes for a child who began the study reading well below grade level but whose reading skills improved significantly last year. This year, the goal is to improve fluency and comprehension skills.

* Improving the writing skills of a third grader with learning difficulties. This study is an extension of the study described above. The undergraduate student has been accepted as a TAMU Research Scholar, with me as advisor, and will complete an undergraduate thesis based on her work on this project this year. The purpose of this study is to improve the student’s writing using self-monitoring methods focused on writing quantity and quality.

PRESENTATIONS AT PEER-REVIEWED PROFESSIONAL CONFERENCES

* Miller, R. J., Goddard, R. D., Kim, E. S., Kim, M., Goddard, Y. L., & Schroeder, P. (2012). Principals’ professional development learning: Evaluation results from a longitudinal randomized control trial. Paper accepted for presentation at the annual conference of the American Education Research Association.

* Miller, R. J., Goddard, R. D., Kim, E. S., Goddard, Y. L., & Schroeder, P. (November 17, 2011). Evaluation of principals’ professional development learning: Results from a randomized control trial. Paper accepted for presentation at the University Council for Educational Administration annual conference, Pittsburgh, PA.

* Roberts, E. & Goddard, Y. L. (October, 2011). Combining reading and self-determination instruction for students with intellectual and developmental disabilities. Poster presentation at the Council for Exceptional Children Division of Career Development and Transition annual conference, Kansas City, MO.

* Goddard, R. D., Goddard, Y. L., Kim, E. S., & Miller, R. (April 9, 2011). A social cognitive perspective on collective efficacy and goal attainment in schools: The role of principals’ instructional leadership and teacher collaboration. Paper presented at the American Education Research Association Annual Conference, New Orleans, LA.

* Miller, R., Goddard, R. D., Larsen, R., & Goddard, Y. L. (October 30, 2010). Shared instructional leadership: A pathway to teacher collaboration and student achievement. Paper presented at the University Council for Educational Administration annual conference, New Orleans, LA.

* Goddard, Y. L., Allan, S. D., & Williams, C. (October 9, 2010). Connecting RTI and differentiated instruction. Paper presented at the 32nd International Conference on Learning Disabilities, Myrtle Beach, SC.

* Goddard, Y.L., Miller, R., Larsen, R., Goddard, R.D., Jacob, R., Madsen, J., & Schroeder, P. (May 1, 2010). Connecting principal leadership, teacher collaboration, and student achievement. Paper presented at the American Education Research Association Annual Conference, Denver, CO.

* Madsen, J., Schroeder, P., Goddard, R.D., Goddard, Y.L., Jacob, R., Larsen, R., & Miller, R. (May 3, 2010). Principals' perceptions of the influence of professional development on their instructional leadership. Paper presented at the American Education Research Association Annual Conference, Denver, CO.

Goddard, Y.L. & Goddard, R. D. (November 21, 2009). The role of leaders in sustaining a district-wide systematic focus on effective instruction. Paper presented at the University Council for Educational Administration annual conference, Anaheim, CA.

Goddard, Y.L. & Goddard, R. D. (April 14, 2009). An analysis of the relationship between principal leadership and teachers’ instructional practice. Paper presented at the American Education Research Association Annual Conference, San Diego, CA.

Goddard, Y.L. (March 27, 2008). Teachers’ sense of responsibility for educating students with learning difficulties and use of differentiated instruction. Paper presented at the American Education Research Association Annual Conference, New York, NY.

Goddard, Y.L. & Goddard, R. D. (November 16, 2007). A statewide study of the effects of differentiated instruction on fourth grade students’ mathematics and reading achievement. Paper presented at the University Council for Educational Administration annual conference, Washington, DC.

Goddard, Y.L. (October 13, 2007). Differentiating instruction for reading and writing in inclusive classrooms. Presentation at the 29th International Conference on Learning Disabilities, Myrtle Beach, SC.

Goddard, Y.L. & Goddard, R. D. (April 10, 2006). Connecting teaching practice to school climate: An examination of the relationship between differentiated instructional practice and collective efficacy beliefs. Paper presented at the American Education Research Association Annual Conference, San Francisco, CA.

Goddard, Y.L. (May 2, 2005). Teaching an adult with moderate cognitive impairments to read: A case study. Paper presented at International Reading Association Annual Conference, San Antonio, TX

Goddard, Y.L. (October 11, 2002). Teaching writing to students with learning disabilities: Research and practice. Presentation at Council for Learning Disabilities Annual Conference, Denver, CO

Goddard, Y.L. (April 4, 2002). Self-monitoring writing for students with learning disabilities. Presentation at Council for Exceptional Children Annual Convention, New York, NY.

Goddard, Y.L. & Goddard, R. D. (April, 2001). An exploration of the relationship between collective efficacy and teacher efficacy. Paper presented at American Education Research Association Annual Conference, Seattle, WA.

Goddard, Y.L. (October 28, 2000). Self-monitoring academics with students with specific learning disabilities: Putting research into practice. Presentation at 4th Annual Ohio Council for Learning Disabilities Fall Conference, Columbus, OH.

Goddard, Y.L., Heron, T. E., & Welsch, R. (October 16, 1999). Comprehensive analysis of assessment data for students with learning disabilities. Presentation at 21st Annual Conference on Learning Disabilities, Minneapolis, MN.

Goddard, Y.L. & Heron, T. E. (May 29, 1999). Effects of self-monitoring and self-evaluation on the written language performance and on-task behavior of elementary students with learning disabilities. Presentation at 25th Annual Convention of Association for Behavior Analysis, Chicago, IL.

* Goddard, Y.L., Wolfe, L., & Heron, T. E. (May 23, 1998). A comparison of the effects of two self monitoring activities on on-task behavior and written language. Presentation at 24th Annual Convention of Association for Behavior Analysis, Orlando, FL.

* Goddard, Y.L., Link, K., & Heron, T. E. (May 23, 1998). Effects of copy-cover-compare versus add-a-word spelling programs on the acquisition, maintenance, and generalization of correctly spelled Dolch sight words by primary level students in special education. Presentation at 24th Annual Convention of Association for Behavior Analysis, Orlando, FL.

Goddard, Y.L., Hersh, S., & Al-Attrash, M. (May 26, 1997). Enhancing Student Collaboration in an ABA Course Via the Internet. Presentation at 23rd Annual Convention of Association for Behavior Analysis, Chicago, IL.

Goddard, Y.L. & Heron, T. E. (May 25, 1997). Self-Correction Spelling: Two Methodological Variations to Improve Performance. Presentation at 23rd Annual Convention of Association for Behavior Analysis, Chicago, IL.

INVITED PRESENTATIONS

Goddard, Y.L. (October 25, 2007; October 20, 2008). Learning disabilities and Asperger's Syndrome panelist. University of Michigan Council for Disability Concerns, Investing in Abilities Week, Ann Arbor, MI.

Goddard, Y.L. (October 13, 2008). Teaching students with special needs. Panelist for Kappa Delta Pi, University of Michigan School of Education, Ann Arbor, MI

Goddard, R. D., & Goddard, Y. L. (August 27, 2008). Building a collaborative culture and strengthening collective efficacy. Australian Education Union, Melbourne, Australia.

Goddard, Y.L. (April 10, 2008). Differentiated instruction: Research and practice. University of Michigan School of Education, Educational Studies Colloquium, Ann Arbor, MI

Goddard, Y.L. & Goddard, R. D. (December 12, 2007). Teachers’ instructional and collaborative practices. The Leona Group, LLC., East Lansing, MI.

Goddard, Y.L. (March 23-28, 2003). Performing appropriate assessments to meet the needs of individuals with disabilities. The Oxford Round Table, Oxford University, Oxford, England.

Goddard, Y.L. (October 30, 2003). Self-monitoring, teacher efficacy, and the use of formative assessments. Invited teleconference discussion with graduate students and faculty in a Special Education doctoral seminar class at the Ohio State University.

Goddard, Y.L. (September 23, 2003; March 15, 2002; August 7, 2001). Effective teaching strategies. Invited presentation for Leadership Training Institute for Chinese school administrators. University of Michigan, Ann Arbor, MI.

Goddard, Y.L. (March 13, 2002; June 8, 2001). Special education in the United States. Invited presentation for Leadership Training Institute for Chinese school administrators. University of Michigan, Ann Arbor, MI.

CONSULTING

McREL (Mid-Continent Research for Education and Learning) Scholar-in-Residence. March 19-April 5th, 2007.

ETS/WESTAT: Member of Technical Review Panel for ECLS-K reading assessment. Spring, 2006.

Professional Development:

Children’s Hospital Behavior and Learning Disabilities Clinic. Columbus, OH.

Groveport Madison Local School District, Groveport, OH.

Perry County Schools, Crooksville, OH.

Salisbury, MD School District

GRANTS

Current

Goddard, Y. L. (PI) (2010). Examining the Effects of Self-Regulated Strategy Development on Elementary Students’ Writing. Texas A&M University Creative and Scholarly Activity Grant. Funded May-Dec., 2011. Total award - $9998.93.

Goddard, R. L. (PI) & Goddard, Y. L. (Co-PI) (2009). School Leadership Improvement Study. U.S. Dept. of Education Institute of Education Sciences, CFDA: 84.305. Supplementary award funded Oct. 1, 2009-June 30, 2012. Total award - $104,837.

Goddard, R. L. (PI) & Goddard, Y. L. (Co-PI) (2009). A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program. U.S. Dept. of Education Institute of Education Sciences, CFDA: 84.305. Funded Jan. 1, 2009 – June 30, 2012. Total award - $2,753,650.

Pending

Goddard, Y. L. (PI), Hagan-Burke, S. (Co-PI) & Liew, J. (Co-PI). Improving Writing Skills and Motivation of Adolescents with Disabilities. U.S. Dept. of Education Institute of Education Sciences, CFDA: 84.324A. Goal 2: Development and Innovation. Submitted 9/22/11. Requested $1,499,420.

Previous

Goddard, Y. L. (2003). Developing The Literacy Skills of Adolescents with Disabilities: Responding to a Pressing National Priority. University of Toledo, University Research Award Fellowships Program. Funded for one year. Total award – $9500.

Goddard, Y. L. (2003). Travel to England to present a paper at the Oxford Round Table, Oxford, England. University of Toledo, Faculty Small Grant for Travel. Funded for one term. Total award - $500.

Goddard, Y. L. (2003.) Travel to England to present a paper at the Oxford Round Table, Oxford, England. University of Toledo, Kohler International Travel Grant. Funded for one term. Total award - $1,000.

Goddard, Y. L. (2002). Developing and Teaching Two Graduate-Level Distance Learning Courses. University of Toledo, Distance Learning Summer Fellow. Funded for one summer. Total award - $6000.

Goddard, Y. L. (2001). Comparing the Effects of Two Spelling Methods on the Writing Outcomes of Students At-Risk for Writing Failure. University of Toledo, Faculty Small Grant for Research. Funded for one year. Total award - $500.

EDITORIAL SERVICE

Editorial Review Board: Reading and Writing Quarterly (2010 - present)

Guest Reviewer: Educational Administration Quarterly (2011)

NAASP Bulletin (2010, 2011)

Reading and Writing Quarterly (2010)

Elementary School Journal (2010)

Journal of Teacher Education (2009, 2010)

Teachers College Record (2008, 2009)

Education and Treatment of Children (1997)

Remedial and Special Education (1998)

Conference

Proposal Reviewer: American Education Research Association (2004-present)

Council for Exceptional Children (2002-2004)

University Council for Educational Administration (2006-present)

STUDENT COMMITTEES

Doctoral Committees - Chaired

Cara Williams - Texas A&M University

Jennifer Frosch - Texas A&M University

Doctoral Committees - Member

Michael Monroe - Educational Administration and Human Resource Development Department.

Karmen Kizzie - University of Michigan (2009)

Dissertation Title: Group membership and stigma: The effect on psychological needs in

special education students.

Masters Degree Committees at Texas A&M University- Advisor

Hailey Burdick

Janet Ward

Masters Degree Committees at Texas A&M University - Member

Lindsey Bowling

John Edmun

Morgan Gibbs - Learning Sciences

Maura Glen - Teaching, Learning and Culture

Abas Musa

Elizabeth Santangelo

Sarah Shudde

COURSES TAUGHT

Texas A&M University

SPED 617: Adolescent Literacy for Students with Diverse Instructional Needs

SPED 630: Early Literacy for Students with Diverse Instructional Needs

SPED 630: Reading for At-Risk/LD Students

SEFB 471: Classroom Behavior and Management

University of Michigan

“Special education infusion” - incorporating special education content into elementary and secondary undergraduate teacher education programs

Literacy Curriculum, Instruction and Assessment: Primary/Elementary

Literacy Curriculum, Instruction and Assessment, Middle/Secondary

Content Area Literacy (for secondary undergraduate majors)

Individualized Reading/Writing Instruction in the Elementary Classroom

Research & Educational Practice

Directed Field Experiences

Supervised Student Teaching

University of Toledo

Teaching Literacy Skills to Adolescents with Disabilities

Classroom Management

Collaboration for Inclusion

Educating Students with Disabilities in Regular Education Environments

Teaching Literacy to Learners with Special Needs

Educational and Instructional Implications for Students with LD

Advanced Methods in Learning Disabilities

Supervised Student Teaching

The Ohio State University

Introduction to Exceptional Learners

SERVICE ACTIVITIES: TEXAS A&M UNIVERSITY

College Level

• Texas A&M University special education representative to Texas Education Agency’s Super Access to the General Curriculum Improvement Group. This group consists of TEA staff, IHE and ISD representatives, superintendents, and teachers, and is tasked with discussing best approaches to ensure that students with disabilities have access to general education curriculum.

Department Level

• Member of EPSY Retreat Planning Committee for Fall, 2010 departmental retreat.

• Assistant Professors’ Representative on the department’s Executive Committee.

Program Level

• Texas A&M University Special Education Program Doctoral Committee Member. This committee reviews doctoral applications, created a doctoral handbook, and created documents (e.g., study guides for comprehensive exams and descriptions of non-credit bearing requirements) related to doctoral training in special education.

SERVICE ACTIVITIES: UNIVERSITY OF MICHIGAN

University Level

• University of Michigan Council for Disability Concerns. This committee advocated for access and accommodations for persons with disabilities across campus. The group also coordinated activities for Investing in Abilities Week in October.

College Level

• University of Michigan School of Education representative to Special Education Institutions of Higher Education advisory committee for the Michigan State Department of Education.

Department Level

• University of Michigan School of Education Masters Task Force Committee to restructure Masters degree programs.

SERVICE ACTIVITIES: UNIVERSITY OF TOLEDO

University Level

• Member: University of Toledo Program for Academic Excellence Committee. This committee awarded funding for high-quality research and/or teaching proposals from groups of faculty applicants across the university.

College Level

• Search Committee Chair for two faculty positions at the University of Toledo

• Chair: College of Education Student Affairs Committee at the University of Toledo

Department Level

• Representative: University of Toledo Special Education Section representative to the State Superintendent’s Task Force for Special Education Personnel Preparation

• Faculty advisor: The University of Toledo Student Council for Exceptional Children

• Lead Faculty: Developed graduate education programs for mild/moderate and moderate/intensive special education licensure at the University of Toledo

• Developed and taught six new undergraduate and graduate courses for special education degree programs at the University of Toledo

SERVICE ACTIVITIES: PROFESSIONAL SOCIETY

• Council for Learning Disabilities: Treasurer, Ohio Council for Learning Disabilities (May, 1997 to June, 2004)

PROFESSIONAL MEMBERSHIPS

American Education Research Association

Leadership for School Improvement SIG

Research on Giftedness and Talent SIG

Special Education Research SIG

Council for Exceptional Children

Council for Learning Disabilities

University Council for Educational Administration

Signed Statement

This CV reflects the most current information and is correct as of the date of this signature.

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Yvonne Goddard

November 18, 2011

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