Yvonne Goddard - 15
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
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.
1991-1995 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 http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/.
* 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.