Resume

• 2008

  Ed.D.

  Human Development and Education

  R.E.A.L.

  Student Research Conference (2009)

  IHED

  Harvard University Graduate School of Education

• 2007

  Ed.M.

  Language and Literacy

  Language and Literacy Club

  Teaching of the Deaf and Hard of Hearing

  Elementary and Secondary Levels

  Council on Education of the Deaf

  Gallaudet University

  English as a Second Language Teaching License

  Commonwealth of Massachusetts

  Elementary (1-6) Teaching License

  Commonwealth of Massachusetts

  Reading Specialist Teaching License

  Commonwealth of Massachusetts

  Deaf and Hard of Hearing Teaching License

  Commonwealth of Massachusetts

• 2000

  B.A.

  Deaf Education

  Elementary Education

  Phi Delta Kappa

• Consulting

  Data Analysis

  Instructional Design

  Qualitative Research

  ESL

  Research Design

  Research

  K-12

  Teaching

  Teacher Training

  Literacy

  Special Education

  Program Evaluation

  Educational Research

  Grants

  Elementary Education

  American Sign Language

  Quantitative Research

  Science

  Action Research

  Schooling effects on early literacy skills of young children with hearing loss.

  Schooling effects on early literacy skills of young children with hearing loss.

  Languages in a global world: Learning for better cultural understanding

  Bruno della Chiesa

  OECD

  Languages in a global world: Learning for better cultural understanding

  Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance

  academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English

  alongside American Sign Language (ASL) fluency

  may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision

  the taxonomical categorization of a term. Currently there is no research that examines DHH students’ proficiency with superordinate precision. Middle and high school DHH students enrolled in bilingual schools for the deaf were assessed on their ASL proficiency

  academic English proficiency

  reading comprehension

  and use of superordinate precision in definitions writing. Findings indicate that student use of superordinate precision in definitions writing was correlated with ASL proficiency

  reading comprehension

  and academic English proficiency. It is possible that degree of mastery of superordinate precision may indicate a higher overall level of proficiency with academic English. This may have important implications for assessment of and instruction in academic English literacy.

  Superordinate Precision: An Examination of Academic Writing Among Bilingual Deaf and Hard of Hearing Students

  A brief systematic review of the autism research with children \twho are deaf or hard of hearing.

  Sharon Baker

  American Annals of the Deaf

  Sociocultural and academic considerations for d/Deaf and hard of hearing multilingual learners: A case study of a Deaf Latina.

  Little is known about the educational experiences of deaf children in Mexico. Schools for the deaf exist

  but no research has examined instructional practices for children in these contexts. In this study

  we adopt a sociocultural framework for language acquisition to document and understand how teachers at a bilingual (Mexican Sign Language and Spanish) school for the deaf in central Mexico support the learning of their students. Our findings indicate that teachers at this school prioritized deafness and how to leverage the visual modality to support student growth. They used a number of instructional practices familiar to English-speaking audiences

  such as scaffolding

  explicit instruction

  and individualization

  perhaps as a result of the close ties between the school and US-based collaborators. Finally

  both teachers and students felt that collaboration

  between the administration and teachers

  among teachers

  and among students

  was essential. Findings indicate a need to explore these complex issues and expand burgeoning collaborations between bilingual and deaf education researchers.

  \"It's not enough to move your hands beautifully:\" Teaching and learning at a school for the deaf in Mexico

  Although a sizable minority of students who are deaf or hard of hearing (DHH) are also diagnosed with autism spectrum disorder (ASD)

  there is little research examining teachers’ feelings of aptitude for working with these students

  nor the instructional strategies used with this population. This study reports results from a researcher-designed survey of teachers working with children who are both DHH and have ASD. Our results suggest that teachers working with this population felt under-resourced

  under-prepared

  and under-supported in their work with dually diagnosed students. Perhaps as a result

  participants tended to use instructional strategies common to their certification area. We identify a need for cross-training teachers across disability areas. In addition

  we call for research that tests the applicability of practices in either Deaf Education or ASD Education for dually diagnosed children who may have needs that are unique from children either group.

  Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder

  Paola Uccelli

  Written Communication

  Mastering academic language: Organization and stance in the persuasive writing of high school students

  Comprehending science writing: The promise of dialogic reading for supporting upper-elementary deaf students

  Factors predicting the reading comprehension of bilingual deaf and hard of hearing students.

  Factors predicting the reading comprehension of bilingual deaf and hard of hearing students.

  Jessica

  Scott

  Total Source for Hearing Loss Access

  University of Massachusetts

  University of Tulsa

  Harvard-Smithsonian Center for Astrophysics

  Georgia Center for the Deaf and Hard of Hearing

  Boston University

  AdLit

  Harvard Graduate School of Education

  Georgia State University

  Harvard University

  I designed and taught courses to a mix of undergraduate and graduate education students.\nCourses: Understanding Reading

  Early Language and Literacy Development

  University of Massachusetts

  University of Tulsa

  Tulsa

  Oklahoma Area

  Undergraduate professor in the Deaf Education program

  specializing in courses on teaching and literacy instruction for Deaf and hard of hearing students.

  Assistant Professor of Deaf Education

  Decatur

  GA

  Board Member

  Georgia Center for the Deaf and Hard of Hearing

  Research assistant for a language and literacy professor at HGSE.

  Harvard Graduate School of Education

  Teaching Fellow

  Teaching fellow for several courses (AH-108

  AH-110-G

  H-512

  H-801

  H-800

  H-860

  HT-820

  S-997) at the Harvard Graduate School of Education.

  Harvard Graduate School of Education

  Boston University

  Boston

  MA

  Adjunct instructor in the Deaf Studies/Deaf Education master's program.

  Adjunct Instructor

  Tulsa

  OK

  Tulsa

  OK

  Total Source for Hearing Loss Access

  Cambridge

  MA

  Heading a Youth Access Grant (YAG) inclusive technology project within the Laboratory for Visual Learning (LVL) department.

  Researcher

  Harvard-Smithsonian Center for Astrophysics

  Research assistant on two projects at Boston University

  the American Sign Language Linguistics Research Project (ASLLRP)

  and a guided reading with DHH students project.

  Boston University

  Doctoral Student

  Studied and applied advanced research methods in the field of education

  Harvard University

  AdLit

  Boston

  MA

  Provided ongoing professional development around literacy and special education instruction at a middle school.

  Contracted Consultant

  Georgia State University

  American Sign Language

  English

  Jeanne Chall Graduate Student Research Award

  The Doctoral Student Research Award honors the late Jeanne S. Chall

  who served as a professor at the Harvard Graduate School of Education. Her seminal work on reading research and instruction influenced scholarship on the teaching of reading in schools and universities throughout the country. This award is given to a graduating HGSE student whose dissertation has been noted for particular excellence in the fields of beginning reading

  readability and reading difficulty

  with special emphasis given to projects supporting adult literacy; reading assessment; early reading; grapho/phonoemic processes; and stages of reading

  writing

  and vocabulary development.

  Jeanne Chall Endowment Board

  Most Valuable Professor

  TU Women's Softball Team

  Most Valuable Professor

  Women's Soccer Team

  Most Valuable Professor

  Women's Basketball Team

  James Souverine Gallo '27 Memorial Scholarship

  Merit scholarship to cover advanced doctoral tuition and fees for the 2013-2014 academic year.

  Harvard University Committee on General Scholarships

  Small Research Grant

  Spencer Foundation

  Dean's Summer Fellowship

  Competitive summer fellowship to pursue independent research.

  Harvard Graduate School of Education

  Most Valuable Professor

  Women's Basketball Team

  Innovation in International Education Award

  Georgia State University

  Roy E. Larsen Fellow

  Fellowship for first year of doctoral study.

  Harvard Graduate School of Education