Research Terms
Brownell, M. T., Crockett, J., & Smith, S. (in press). Using Evidence and Collaborative Inquiry as the Foundation for Responsive Inclusive Instruction. Invited book in a series edited by Steven Graham and Karen Harris for Guilford Press.
(1) Brownell, M. T., Billingsley, B., McLeskey, J., & Sindelar, P.T. (in press). In J. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration for Special Education.
Leko, M. M., Brownell, M. T., & *Lauterbach, A. (2010). High-incidence disabilities. In R. Boon (Ed.), Best Practices for the Inclusive Classroom: An Evidence-based Guide for Teachers. Austin, TX: Prufrock Press.
Brownell, M. T., *Leko, M. M., *Kamman, M., & *Streeper-King, L. (2008). Defining and preparing high quality teachers in special education: What do we know from the research? In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities, Vol. 2. (pp. 35-74). Bingley, UK: Emerald Group Publishing Limited.
Brownell, M. T., League, M., *Seo, S., & *Lewis, S. (2007). Specific learning disabilities. In E. Meyen & Y. Bui (Eds.), Exceptional children in today’s schools. (pp. 367-383). Denver: Love Publishing Co.
Brownell, M. T., Bishop, A., *Malik, D., & *Langley, L. (2007). Expectations for the profession. In E. Meyen & Y. Bui (Eds.), Exceptional children in today ’s schools. Denver: Love Publishing Co. (pp. 83-102).
Sindelar, P. T., Bishop, A. G., & Brownell, M. T. (2006). What’s special
about special education? Research on the preparation of special education teachers. In B. G. Cook & B. R. Schirmer, (Eds.). What is special about special education: Examining the role of evidence-based practices (pp. 113-126). Austin, TX: PRO-ED.
Brownell, M. T., McLeskey, J., Ashton, P., *Hoppey, D., & *Nowak, R. (2005). Teaming across departments: Faculty tensions and response strategies in a collaborative teacher education program. Preparing for inclusive teaching: Restructuring elementary and special education teacher education. (pp. 116-129). SUNY Press: Albany.
Brownell, M. T., Sindelar, P. T., Bishop, A. G., *Langley, L.K., & *Seo, S. (2005). Special education teacher supply and teacher quality: The problems, the solutions. In T. Skrtic, K. Harris, & , J., Shriner (Eds.), Special education policy and practice. Denver, CO: Love Publishing Company.
Brownell, M. T., Rosenberg, M.S., Sindelar, P. T., & Smith, D. D. (2004). Teacher Education: Toward a Qualified Teacher for Every Classroom. In McCray, A.D., Rieth, H.J., & Sindelar, P.T. (Eds.), Critical issues in special education: Access, disability, and accountability. Boston, MA: Allyn & Bacon.
Sindelar, P.T., & Brownell, M.T. (2002). Preparation of special education teachers. In J.W. Guthrie (eds.), The encyclopedia of education. New York: Macmillian.
Sindelar, P. T., Ross, D. D., Brownell, M. T., Griffin, C. G., & Rennells, M. S. (1997). Teacher education for Florida’s 21st century. In J. L. Paul, M. Churton, W. Morse, A. Duchnowski, B. Epanchin, P. Osnes, & L. Smith (Eds.), Special education practice: Applying the knowledge, affirming the values, and creating the future, pp. 192-208. Pacific Grove, CA: Brooks/Cole.
Sindelar, P. T., Brownell, M. T., & Rennells, M. S. (1997). Teacher education reform and the inclusion of students with learning and behavioral disorders. In M. A. Mastropieri & T. E. Scruggs (Eds.), Advances in learning and behavioral disabilities, Vol. 11, pp. 179-198. Greenwich, CT: JAI Press Inc.
Lane, H. B., & Brownell, M. T. (1995). Literacy instruction: Meeting the needs of adolescents with learning disabilities. In H. Adelman (Ed.), Secondary education and beyond: Providing opportunities for students with learning disabilities (pp. 131-148). Pittsburgh, PA: Learning Disabilities Association of America.
Contributions to Book Chapters
Brownell, M. T. (2005). High quality teachers: How will leaders identify and support them? In B. Billingsley, Cultivating and keeping committed special educators: What principals and district leaders can do. (pp. 5-8). Thousand Oaks, CA: Corwin Press.
Brownell, M. T., Griffin, C. G., Leko, M. M., & Stephens, J. (in press). Improving Collaborative Teacher Education Research: Creating Tighter Linkages. Teacher Education and Special Education.
McCray, E. D., Rosenberg, M. S., Brownell, M. T., deBettencourt, L., Leko, M., & Long, S. (in press). School-university partnerships for special education teacher preparation. Journal of Special Education Leadership.
Dingle, M., Brownell, M. T., Leko, M. M., Boardman, A. G., & Haager, D. (2011). Developing effective special education reading teachers: The influence of professional development, context, and individual qualities. Learning Disability Quarterly, 34, 1-15.
Leko, M., & Brownell, M. T. (2011). Understanding the Various Influences on Special Education Preservice Teachers’ Appropriation of Conceptual and Practical Tools for Teaching Reading. Exceptional Children.
Bishop, A. G., Brownell, M. T., Menon, S., Galman, S., & *Leko, M. (2010). Understanding the Influence of Personal Attributes, Preparation, and School Environment on Beginning Special Education Teachers’ Classroom Practices During Reading Instruction. Learning Disability Quarterly, 33(2), 75-93.
Klingner, J. K., Urbach, J., Golos, D., Brownell, M. T., & Menon, S. (2010). Teaching reading in the 21st century: A glimpse at how special education teachers promote reading comprehension. Learning Disability Quarterly, 33(2), 59-75.
Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33, 8-24.
Brownell, M.T., Sindelar, P. T., *Kiely, M.T., & Danielson, L. (2010). Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model. Exceptional Children, 76(3), 357-377.
Leko, M. M., & Brownell, M. T. (2009). Crafting quality professional development for special educators: What school leaders should know. TEACHING Exceptional Children, 42, 64-70.
Brownell, M. T., Bishop, A. B., Gersten, R., Klingner, J., Dimino, J., Haager, D., Menon, S., Penfield, R., & Sindelar, P. (2009). Examining the Dimensions of Teacher Quality for Beginning Special Education Teachers: The Role of Domain Expertise. Exceptional Children, 75(4), 391-411.
*Seo, S., Brownell, M. T., Bishop, A., & Dingle, M. (2008). An Examination of Beginning Special Education Teachers’ Classroom Practices That Engage Elementary Students with Learning Disabilities in Reading Instruction. Exceptional Children, 75, 97-122.
Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., Kuhel, K., McCallum, C., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education, 30 (2), 67-82.
Brownell, M. T., *Adams, A., Sindelar, P. Waldron, N. & *vanHover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72, 169-187.
Brownell, M. T., Bishop, A. M., Sindelar, P. T. (2005) NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools. Rural Special Education Quarterly, 24, 3-8.
Sindelar, P. T., Bishop, A., Brownell, M. T., & Rosenberg, M. (2005). Assessing innovation in teacher preparation: What we’ve learned from special education research. Teacher Education Quarterly, 32, 35-48.
Brownell, M.T., Ross, D., *Colon, E., & *McCallum, C. (2005). Critical features of special education teacher preparation: A comparison with exemplary practices in general education. Journal of Special Education, 38, 242-252.
Brownell, M. T., Yeager, E., Sindelar, P. T., *vanhover, S., & *Riley, T. F. (2004). Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers. Teacher Education and Special Education, 27, 174-189.
Bondy, E., & Brownell, M.T. (2004). Getting beyond the research to practice gap: Researching against the grain. Teacher Education and Special Education, 27, 47-56.
Brownell, M. T., Hirsch, E., & *Seo, S. (2004). Meeting the demand for highly qualified special education teachers at a time of severe shortages: What should policymakers consider? Journal of Special Education, 38, 56-61.
*Malik, D., Brownell, M. T., & Adams, A. (2003). Fostering Collaboration in Urban Schools. Academic Exchange Quarterly, 7, 209-213.
Brownell, M. T., Sindelar, P.T., Bishop, A. G., *Langley, L. K., & *Seo, S. (2002). Special education teacher supply and teacher quality: The problems, the solutions. Focus on Exceptional Children, 25 (2), 1-16.
*Witzel, B., Smith, S. W., & Brownell, M. T. (2001). How can I help students with learning disabilities in algebra? Intervention in School and Clinic, 37, 101-104.
Sindelar, P. T., & Brownell, M. T. (2001). Personnel issues: A framing paper for the summit on the shared implementation of the IDEA. (http://www.ideainfo.org>www.ideaainfo.org/Summit/personnel.pdf).
Sindelar, P. T., & Brownell, M. T. (2001). Research to practice dissemination, scale, and context: We can do it, but can we afford it? Teacher Education and Special Education, 24, 348-355.
Ross, D., Brownell, M. T., Sindelar P. T., & Vandiver, F. (1999). Research from professional development schools: Can we live up to the potential. Peabody Journal of Education, 74, 209-223.
*Robinson, T. R., Smith, S. W., Brownell, M. T., & Miller, M. D. (1999). Cognitive behavior modification of hyperactivity/impulsivity and aggression: A meta-analysis. Journal of Educational Psychology, 91, 195-203.
Brownell, M. T., & *Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164.
Miller, M. D., Brownell, M. T., & Smith, S. W. (1999). Factors that predict staying in, leaving, or transferring from the special classroom. Exceptional Children, 65, 201-219.
Kranzler, J. K., Brownell, M. T., & Miller, M. D. (1998). The role of intelligence and elemental cognitive processing speed and efficiency in curriculum-based measurement (CBM): A test of rival hypothesis of CBM construct validity. Journal of School Psychology, 36, 399-415.
*Farrell, D. T., Smith, S. W., & Brownell, M. T. (1998). Teacher perceptions of level system effectiveness on the behavior of students with emotional or behavioral disorders. Journal of Special Education, 32, 89-98.
Brownell, M. T., Yeager, E., Rennells, M. S., & *Riley, T. R. (1997). Teachers working together: What teacher educators and researchers should know. Teacher Education and Special Education, 20, 340-359.
Bondy, E., & Brownell, M. T. (1997). Overcoming barriers to collaboration among partners in teaching. Intervention in School & Clinic, 33, 112-115.
Brownell, M. T. (1997). Coping with stress in the special education classroom: Can individual teachers more effectively manage stress? Teaching Exceptional Children, 30, 76-79.
Brownell, M. T., Smith, S. W., & *McNellis, J. (1997). Attrition in special education: Why teachers leave the classroom and where they go. Exceptionality, 7, 143-155.
Smith, S. W., & Brownell, M. T. (1995). Individualized Education Programs: Considering the broad context of reform. Focus on Exceptional Children, 28, 1-12.
Brownell, M. T., Smith, S. W., *McNellis, J., & Lenk, L. (1995). Career decisions in special education: Current and former teachers’ personal views. Exceptionality, 5, 83-102.
Kranzler, J. H., & Brownell, M. T. (1994). Implications of contemporary theories of intelligence for the assessment of learning disabilities. Assessment in Rehabilitation and Exceptionality, 1, 71-82.
Brownell, M. T., & Smith, S. W. (1993). Understanding special education teacher attrition: A conceptual model and implications for teacher educators. Teacher Education and Special Education, 16, 270-282.
Brownell, M. T., Mellard, D., & Deshler, D. D. (1993). Differences in transfer propensity and learning speed on balance-scale problems for students with learning disabilities and other low-achieving students. Learning Disability Quarterly, 16, 138-156.
Smith, S. W., Brownell, M. T., Simpson, R., & Deshler, D. D. (1993). Successfully completing the dissertation: Two reflections on the process. Remedial and Special Education, 14, 53-60.
Brownell, M. T., & Smith, S. W. (1992). Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts. Teacher Education and Special Education, 15, 229-248.
Funded Grants
Research on Quality and Educating Special Education Teachers (Project ReQuEST). U.S. Department of Education, Office of Special Education and Rehabilitation Services (Principal Investigator with Drs. Erica McCray and Paul Sindelar). Funded April 2009 $800,000.
National Center to Inform Policy and Practice in Special Education Professional Development. U.S. Department of Education, Office of Special Education and Rehabilitation Services (Principal Investigator with Dr. Paul Sindelar). Funded October 2007 $2,500,000.
The Influence of Collaborative Professional Development Groups and Coaching on the Literacy Instruction of Upper Elementary Special Education Teachers. U.S. Department of Education, Institute for Education Sciences, Goal Two Teacher Quality Competition (Principal Investigator with Drs. Jamie Algina, Anne Bishop Janette Klingner, Diane Haager). Funded July 2007 $2,049,000.
Project LITERACY: Literacy Intervention in Teacher Education for Reaching All Children and Youth. (Preparation of Leadership Personnel). U.S. Department of Education, Office of Special Education Programs (with Drs. Holly Lane and James McLeskey). Funded January 2008 $800,000.
Project PRESS: Preparing Reading Endorsed Secondary Special Educators. U. S. Department of Education, Office of Special Education and Rehabilitation Services, Personnel Preparation, (Principal Investigator with Drs. Anne Bishop and Zhi Hui Fang). Funded October 2005 $800,000.
Identifying the Conditions under which Large Scale Professional Development Policy Initiatives are Related to Teacher Knowledge, Instructional Practices, and Student Reading Outcomes. U. S. Department of Education, Institute for Education Sciences, Teacher Quality Goal One, (Co-Principal Investigator with Dr. Alysia Roehrig). Funded May 2005 $400,000.
Project RITE: Building Capacity for Research in Teacher Education. U.S. Department of Education, Office of Special Education Programs, Personnel Preparation, Leadership Competition, (Principal Investigator with Drs. Paul Sindelar and Anne Bishop). Funded August 2005 $800,000.
Project COPSSE: Center on Personnel Studies in Special Education. U.S. Department of Special Education and Rehabilitation Services (Co-Principal Investigator with Dr. Paul Sindelar). Funded August 2000 $4,250,000.
Project FLITE: Florida Leadership in Inquiry and Teacher Education. U.S. Department of Special Education and Rehabilitation Services, Personnel Preparation, Leadership Competition, (Principal Investigator with Drs. Paul Sindelar, Elizabeth Bondy, & Dorene Ross). January 2000 $798,470.
Preparing for Proteach II: A Collaborative Effort to Design Core Teaching Strategies through the Content of Existing Coursework. University of Florida College of Education and Bell South Company (Principal Investigator with Dr. Dorene Ross, Carole Sprague, and Dr. Mary Lou Koran). Funded January 1998 $3,200.
Teacher Learning Cohorts: A Potential Vehicle in Helping Teachers Learn Inclusive Practices. University of Florida College Research Incentive Fund. Funded September 1998 $2,700.
Teacher Learning Cohorts: Help in Accommodating Challenging Students (Field Initiated Research). U.S. Department of Special Education and Rehabilitation Services (Principal Investigator with Drs. Paul Sindelar & Elizabeth Yeager). Funded May 1998 $540,000
Teacher Learning Cohorts: Influences on Beliefs and Practices of General Education Teachers. University of Florida College Research Incentive Fund. Funded May 1997 $7,000.
The Influence of Teachers’ Self-Efficacy in Decisions to Refer Special Education Students: A Path Analysis. Florida Educational Research Council, Inc (Principal Investigator with Dr. Frank Pajares). Funded August 1994 $2,495.
Investigation of Special Education Teacher Attrition in Florida (Field Initiated Research). U.S. Department of Special Education and Rehabilitation Services (Co-Principal Investigator with Drs. Stephen W. Smith & M. David Miller). Funded October 1992 $493,504.
Identification of Variables Related to Teacher Attrition in Special Education (Research Development Award Program). Division of Sponsored Research, University of Florida (with Dr. Stephen W. Smith). Funded November 1991 $12,100.
Differences in Transfer Propensity and Learning Speed on Balance-Scale Problems for Students with Learning Disabilities and Other Low-Achieving Students (Student Initiated Research). U.S. Office of Education, Department of Special Education and Rehabilitation Services (Principal Investigator with Drs. Donald D. Deshler & Daryl F. Mellard). Funded July 1989 $14,554.