Tessa Kranski, Ph.D.
Tessa Kranski is a Post-Doctoral Associate and Nationally Certified School Psychologist (NCSP) serving as the Project Coordinator for the IES-funded Florida Embedded Practices and Intervention with Caregivers (FL-EPIC) Goal 3 efficacy study. Dr. Kranski earned her Education Specialist (Ed.S.) degree in School Psychology from the University of Denver in 2015, with a graduate certificate in Early Childhood Special Education. Wanting to learn more about effective methods of professional development and providing effective, evidence-based interventions for young children, she continued her studies at the University of Colorado Denver earning her Ph.D. in 2019. Her major area of study was early childhood education/early childhood special education.
Dr. Kranski’s scholar-practitioner interests focus on practical methods for eliminating racial inequities in discipline practices, ensuring culturally competent service delivery and training, and the appropriate utilization of school psychologists in early childhood education settings. Her dissertation focused on analyzing the effects of utilizing Practice-Based Coaching in a professional development program focused on culturally responsive practices in preschool classrooms.
In addition to her academic work, Dr. Kranski has 7 years of combined experience providing early intervention services to infants and toddlers and working as a school psychologist in public Pre-K programs. Some of her work in the field has included contributing to the development and implementation of a preschool-wide professional development plan to improve inclusive classroom practices, and building a virtual skills toolbox of video models, scripts, and educational resources to support preschool teachers use of Pyramid Model practices.
Kranski, T.A. & Steed, E.A. (2022). Practice-based coaching to improve culturally responsive practices in early childhood classrooms: A single-case experimental design. Psychology in the Schools. Published online before print March 25, 2022.
Steed, E.A. & Kranski, T.A. (2021). Culturally responsive early childhood consultation to promote social emotional competence. Journal of Educational and Psychological Consultation. Published online before print August 25, 2021.
Steed, E. A., & Kranski, T. (2020). Participant characteristics in research on interventions for young children with challenging behavior: A systematic literature review. Topics in Early Childhood Special Education, 40, 110-123.
- University of Colorado Denver Ph.D.
Subject: Education & Human Development
- University of Denver Ed.S.
Subject: Child, Family & School Psychology
- University of Colorado Boulder B.A.