Recent Publications on Professional Development and Embedded Instruction

Bishop, C., Snyder, P., Algina, J., & Leite, W. (in press). Expanding frontiers in research design and methods in support of evidence-based practice in early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of Early Childhood Special Education. New York, NY: Springer.

Winton, P.J., Snyder, P., & Goffin, S. (2016). Beyond the status quo: Rethinking professional development for early childhood teachers. In L. Couse & S. Recchia (Eds.), Handbook of early childhood teacher education (pp. 54-68). New York: Routledge.

Conroy, M.A., Sutherland, K.S., Algina, J., Wilson, R., Martinez, J., & Whalon, K. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144-155. doi:10.1177/1063426614532949

Bishop, C., Snyder, P., & Crow, R. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instruction learning trials. Topics in Early Childhood Special Education, 35, 170-182. Advance online publication. doi: 10.1177/0271121415594797

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching.Professional Development in Education, 41, 290-309. doi 10.1080/19415257.2014.986819

Snyder, P., Hemmeter, M.L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35, 133-143.