Haughney presents her special education research at three conferences in fall 2018
Kathryn Haughney, Ph.D.
Kathryn Haughney, Ph.D., assistant professor in the Department of Elementary and Special Education, completed several presentations in fall 2018 including:
- “Mentoring Research on Higher Education Teacher Candidate Teaching and Learning.” A conversation session for the Annual Georgia Association of Teacher Educators (GATE) Conference, Helen, GA.
- Haughney discussed the experiences of an early career faculty member in utilizing the opportunities and support available through university programs like the College of Education Scholarship Development Program and the Center for Teaching Excellence SoTL Research Group.
- “A Preliminary Framework: High Quality Feedback for Higher Education.” Annual Georgia Association of Teacher Educators (GATE) Conference, Helen, GA.
- Haughney reviewed the literature focused on applying current best practices for feedback development and evaluation as pertains to edTPA pre-service teacher guidance.
- “Measuring the Concurrent Effects of One Listening Comprehension Intervention on the Comprehension and Communication of Students with ASD and ID.” Georgia Educational Research Association (GERA) Annual Conference, Macon, GA.
- Haughney detailed a series of studies designed to examine the generalized effects of a listening comprehension intervention on the leisure conversations of students with autism and intellectual disability who rely on augmentative and alternative communication (AAC).
- “Higher Education Feedback: A Framework for Quality in edTPA Support.” Annual Teacher Education Division (TED) Conference of the Council for Exceptional Children (CEC).
- This review of the literature highlighted current best practices for feedback development and evaluation as pertains to edTPA pre-service teacher guidance.
Haughney also had a co-authored manuscript accepted for publication in the Journal of Special Education Technology on the effects of computer-aided listening comprehension intervention on the generalized communication of students with autism spectrum disorder and intellectual disability.
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