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Research of Consequence

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Research Productivity and Excellence

Our faculty are dedicated to producing high-impact research that advances the field of teacher education, particularly focusing on teacher preparation, effective instructional practices, and the well-being of educators and students. Our commitment to excellence is reflected in their impressive publication record, substantial research funding, and contributions to the field. 

Peer-Reviewed Publications

Our faculty members consistently publish their research findings in leading peer-reviewed journals and books. Their work spans key areas within education, including:

  • Technology-Enhanced Instruction: Research explores how technology can be effectively integrated into teaching practices to improve student outcomes and teacher effectiveness. Studies involve bug-in-ear coaching, video analysis, and other technology tools to improve instructional practices.
  • Teacher Preparation and Professional Development: Studies focus on improving teacher training programs, providing effective mentoring and support for pre-service and in-service teachers, and enhancing professional development opportunities. This includes exploring eCoaching methods and the impact of various feedback strategies.
  • Student Well-being: Research examines factors affecting students’ mental health and well-being, aiming to support educators in creating inclusive and supportive learning environments. This also considers the effect of the pandemic on student and teacher well-being.

Research Funding

Our faculty’s research is supported by substantial grants from the U.S. Department of Education (OSEP), Virginia Department of Education (VDOE), the Spencer Foundation, and George Mason University. Funding supports various initiatives:

  • Innovation and Professional Development: Grants fund projects that develop and implement innovative professional development programs for teachers, using eCoaching and other technology-based approaches.
  • Research/Doctoral Training Consortia: Participation in larger collaborative research projects, such as Project SPARC, expands research capacity and allows for broader impact.

This sustained funding allows our faculty to pursue ambitious research projects, train the next generation of researchers, and make significant contributions to the field.

Recognition and Awards

Our faculty’s contributions have earned them recognition and prestigious awards.

Research Training

Our faculty are deeply committed to mentoring and training future scholars. They provide hands-on experiences, including close mentorship, collaborative research projects, and opportunities for students to present their work at national/international conferences.

Research Success and Contributions of Graduate Students

Graduate students consistently produce high-quality research, with several publications in leading journals and presentations at major conferences. Successful dissertation defenses often inform significant contributions to the field.

Societal Impact

Our faculty’s research directly improves teaching practices and enhances the well-being of educators and students. This is evident in the development and implementation of evidence-based interventions, the creation of innovative professional development programs, and the generation of data-driven strategies to support student success and overall well-being, especially regarding students’ mental health and the impact of the pandemic on student learning.

Societal Engagement

Our faculty actively engage with various communities to translate their research into practice and share knowledge. This includes participation in professional organizations, public speaking engagements, and collaborations with schools and other organizations to support teacher well-being and improve educational outcomes.

Transdisciplinary Research & Program Collaboration

Our faculty collaborate across disciplines (e.g., education, technology, psychology, and social work) to address complex challenges in education. This is evident in ongoing collaborations with

Interdisciplinary Work

Faculty collaborations integrate expertise from multiple disciplines (education, technology, psychology) to address complex issues such as developing effective technology-enhanced instruction, assessing the impact of professional development, and examining teachers’ well-being.

Selected Peer-Reviewed Journal Articles

2025

  • Coogle, C. G., Zimmerman, K., Lane, J., & Riggleman, S. (2025). Searching for gold: How to find good evidence and resources for your practice? Young Exceptional Children.
  • Peyton, D., Mathews, H. M., Bettini, E., O’Brien, K. M., Louis, R. C., Shaheen, T., Weiss, M. P., van Dijk, W., & Hunter, B. (In press). Time is not on their side: How mentor teachers’ working conditions shape candidates’ development and intent to teach. Teacher Education and Special Education.
  • Pressley, T., Marshall, D. T., & Walter, H. L. (2025, January 29). The Development of Brief Measures of Teacher Well-Being: Emotional Exhaustion, Workload, Administrative Support, and Colleague Support. https://doi.org/10.31235/osf.io/hbzky_v1
  • Regan, K., Weiss, M., P., & O’Brien, K. M. (2025). eCoaching as an alternative to traditional supervision: Practices and perspectives from university supervisors. Teacher Education and Special Education. Advance online publication. https://doi.org/10.1177/08884064241311630 (IF: 1.9)
  • Weiss, M. P., Szocik, K., McKenney, N., Baulier, K., & Shaheen, T. (OnlineFirst). Special education teacher candidate identity development: A descriptive study. Teacher Education and Special Education.

2024

  • Ball., K., Walter, L., H., Fox, H. (2024). Chronically ill college student well-being: A systematic review of the literature. Journal of Postsecondary Education and Disability, 37(1).
  • Coogle, C. G.,Storie, S., Wade, C. B., Nagro, S., & Mitchem, K. (2024). The development of peer feedback, teacher candidate practice, and child outcomes. Journal of Special Education Technology, 39(1), 15026. https://doi.org/10.1177/01626434231172914
  • Brown, E. L., Stark, K.*, Vesely, C. K., & Choe, J.* (2024). “Acting often and everywhere”: Teachers’ emotional labor across professional responsibilities and interactions. Teaching and Teacher Education.
  • Hutchison, A., Evmenova, A., Regan, K., & Gafurov, B. (2024). Click, see, do: Using digital scaffolding to support persuasive writing instruction for emerging bilingual learners. The Reading Teacher, 77(6), 810-824.https://doi.org/10.1002/trtr.2310 (IF:1.281)
  • O’Brien, K. M., Nagro, S. A., Binkert, G. D., Szocik, K., & Gerry, M. (2024). Field experiences in special education teacher preparation: A review of the literature. Teacher Education and Special Education, 47(1), 5-25.  https://doi.org/10.1177/08884064231177662  
  • Phillippo, K., Brown, E. L.,Galib, L.*, Fujimoto, K., Iachini, A., Brown, N.*,Childs, T.M.*, & Parker, A. (2024). Equity intersections: Teachers’ experiences with student wellness support during the COVID-19 pandemic. AERA Open.
  • Szocik, K., O’Brien, K. M., Gerry, M. A., Nagro, S. A. (2024). Early childhood special education teacher candidates’ field experiences: A systematic review. Topics in Early Childhood Special Education. Advance online publication. https://doi-org/10.1177/02711214231225898
  • Szocik, K., Wade, C. B., Walter, H. L., Coogle, C. G., Stegenga, S. M, Nagro, S. A. (2024). Innovative approaches to teacher preparation for improving use of evidence-based practices in EI/ECSE. Journal of Special Education Preparation. https://doi.org/10.33043/d69746qb

2023

  • Ergünay, O., & Parsons, S. A. (2023). A comparison of teacher competence frameworks in the United States and Turkiye. Journal of the International Society for Teacher Education, 27(1), 45–67. https://doi.org/10.26522/jiste.v27i1.4165
  • Evmenova, A., Regan, K., Schladant, M., Hall, T. E., Buzhardt, J., Erickson, K. A., *Ai, J., Sudduth, C., & Jackson, T. (2023). Stepping-up technology implementation – How does it happen? Journal of Special Education Technology, 38(1), 61-74. https://doi.org/10.1177/01626434221074357 (IF:1.886)
  • Fox, H., & Walter, H.L., & *Ball, K., (2023). Methods Used to Evaluate Teacher Well-being: A Systematic Review. Psychology in Schools, 1–22. https://doi.org/10.1002/pits.22996
  • Nagro, S. A., Macedonia, A., Raines, A. R., Daily, J., Parker, A., Parsons, S. A., Coogle, C. G., & Zenkov, K. (2023). A systematic review of teacher factors for successfully educating students with disabilities. The New Educator, 19(2), 77–102. https://doi.org/10.1080/1547688X.2023.2193226
  • O’Brien, K. M.,Weiss, M. P., & Baker, P.(2023). An undergraduate program to address the teacher shortage: What we thought we knew. Journal of Special Education Preparation, 3(1), 18-32. https://doi.org/10.33043/JOSEP.3.1.18-32
  • Regan, K., Evmenova, A. S., *Mergen, R., *Verbiest, C., Hutchison, A., *Murnan, R., *Field, S., & Gafurov, B. (2023). The feasibility of using virtual professional development to support teachers in making data-based decisions to improve students’ writing. Learning Disabilities Research and Practice, 38(1), 40-56. https://doi.org/10.1111/ldrp.12301
  • Regan, K.,&King-Sears, M. A. (2023). A scaffolded model for preparing doctoral students to teach in higher education. Journal of Special Education Preparation, 3(3), 38-47. https://doi.org/10.33043/JOSEP.3.3.38-47
  • Walter, H.L, Tuckwiller, E.D., Howard. L.Spencer, K.H., & Frey, J. (2023) A Mixed Methods Approach to Understanding Early Childhood Special Educators’ Well-being. Early Childhood Research Quarterly, 65(4),374-384. https://doi.org/10.1016/j.ecresq.2023.08.002

2022

  • Coogle, C. G., Nagro, S. A., Regan, K., O’Brien, K. M., & Ottley, J. R. (2022). The impact of real-time feedback and video analysis on early childhood teachers’ practice. Topics in Early Childhood Special Education, 41(4), 280-293.  (IF: 2.111) https://doi.org/10.1177/0271121419857142
  • Coogle, C. G., Storie, S., & Rahn, N. L. (2022). A framework for promoting access, increasing participation, and providing support in early childhood classrooms. Journal of Early Childhood Education, 50(5), 867-877. https://doi.org/10.1007/s10643-021-01200-6
  • Coogle, C. G.,Wade, C. B., Ottley, J. R., & McCorkle, L. (2022). The effect of different types of feedback statements on educators’ use of naturalistic instruction. Journal of Special Education Technology, 37(3), 372-383. https://doi.org/10.1177/01626434211019391
  • Coogle, C. G., Walker, V.L., Ottley, J. R., & Allan, D. (2022) Paraprofessionals’ perceived skills and needs in supporting students. Focus on Autism and Other Developmental Disabilities, 37(4), 227-238. https://doi.org/10.177/108835762110736996
  • Day, J., Regan, K., Evmenova, A., *Verbiest, C., Hutchison, A., & Gafurov, B. (2022). The resilience of teachers and students using a virtual writing intervention during COVID-19. Reading and Writing Quarterly, 1(23), 390-412. https://doi.org/10.1080/10573569.2022.2124562 (IF: 1.9)
  • Hamberger, R., Evmenova, A. S., Coogle, C. G., & Regan, K. (2022). Parent coaching innatural communication opportunities through bug-in-ear technology. Topics in Early Childhood Special Education, 42(3), 234-245. https://doi.org/10.1177/02711214221119031 (IF: 2.313)
  • Helmsing, M., Parker, A. K., Glaser, H., Zenkov, K., & -Porter, A. (2022). Coaching cubed: Mentor teachers’ perspectives on the exponential nature of supporting teacher candidates during uncertain times. Special Themed Issue: School University Partnerships , 15(1).
  • Nagro, S. A., Regan, K., Coogle, C. G., O’Brien, K. M., *Raines, A. R., & *Wade, C. B. (2022). Promoting reflective ability through a comprehensive field experience that combined video analysis and bug-in-ear coaching. Journal of Special Education Technology,37(3), 399-412.https://doi.org/10.1177/01626434211022005 (IF:1.886)
  • Regan, K., Evmenova, A. S., Hutchison, A., *Day, J., *Stephens, M., *Verbiest, C., & Gufarov, B. (2022). Steps for success: Making instructional decisions for students’ essay writing. Teaching Exceptional Children, 54(3), 202-212. (IF: 1.0) https://doi.org/10.1177/00400599211001085

Selected Grants

2024

  • Coogle/Walter: Co-Investigators. Workforce Ready: Supporting Community College Faculty to Prepare Scholars Serving Diverse Young Children with Disabilities. Office of Special Education Programs. Sub-award from Virginia Commonwealth University (PI: Spence). $975,465. 2023-2028.
  • Coogle: Co-Principal Investigator. An Open Access Introduction to Special Education. Academic Library Consortium of Virginia (PI: De Armett). $30,000. 2021-2023.
  • Weiss: Project SPARC: Special education teacher education policy, practice, and research consortium. Office of Special Education Programs, U.S. Department of Education. (Subcontract with Texas A&M; Co-Principal Investigator; 2024–2029). Approximately $1m over 5 years.
  • Weiss: Summer Team Impact Project Award: How do we recruit and retain a diverse, new generation of Virginia teachers? George Mason University Student Engagement Competition (Weiss, Principal Investigator). $56,000

2023

  • Banks, J., Duke, J., & Regan, K. (2023). Co-Principal Investigator: Anti-racism and Inclusive Excellence (ARIE) Workgroup. Stearns Center/Anti-Racism and Inclusive Excellence (ARIE) Capacity Extending Mini-Grant, George Mason University. GMU, $2, 978.20
  • Brown, E. L. (PI), Viano, S. (co-PI), & Dailey, S. (co-PI). Comprehensive Safety and Violence Prevention in Diverse Middle Schools. U. S. Department of Justice, Bureau of Justice Assistance, STOP School Violence Program Grant Program: $1,932,833.00
  • Steen, S. (PI), Hines, E. (co-PI), Brown, E. L. (co-PI), Mahatmya, D. (Key Study Personnel), Stone, T. (Key Study Personnel), & Reese, D. (Key Study Personnel). School Based Mental Health Alliance. U. S. Department of Education, Mental Health Service and Professional Demonstration Grant Program: $4,976,702.00

Selected Books, Book Chapters, Monograph Series

  • Mastropieri, M. A., Scruggs, T. E., & Regan, K. S. (2023). The Inclusive Classroom: Strategies for Effective Differentiated Instruction (7th edition).Pearson.
  • Pankiewicz, C. R., Walter, H. L., & Mitchem, K. (2024). Using Data-Based Processes to Create Sustainable Change in Your School and Community: A Step-by-Step Guide for Leaders in Education. Taylor & Francis.
  • Parsons, S. A., Ergünay, O., & Dennison, A. (In press). The pedagogy proclamation. In K. Zenkov, S. A. Parsons, D. Dennis, & A. K. Parker (Eds.), The AACTE Clinical Practice Commission proclamations and cases of teacher education innovation. Information Age Publishers.
  • Brown, E. L., Groth, L. A., Parker, A., & Parsons, S. A. (In press). Flexible strength: How George Mason’s responsive PDS infrastructure promotes sustainability in challenging educational times. In K. Zenkov, S. A. Parsons, D. Dennis, & A. K. Parker (Eds.), The AACTE Clinical Practice Commission proclamations and cases of teacher education innovation. Information Age Publishers.
  • Coogle, C. G. & Walter, H. (2024). Assessing young children in inclusive classrooms: Using data to create equitable and joyful learning for all. Focus on Developmentally Appropriate Practice: Equitable and Joyful Learning in Kindergarten, 73-77. NAEYC. 
  • Coogle, C., & Walter, H.L (2024). Assessing Young Children in the Inclusive Classroom: Using Data to Create Equitable and Joyful Learning Experiences for All. NAEYC Assessment
  • Duhita, M., Reese, D., Brown, E. L., Watson, K.*, Hines, E., & Steen, S. (in review). From bandaids to building systems of well-being: examining educational policy and practice around school mental health. In Levy, I., & Steen, S. (Eds.) Forging Interdisciplinary Collaborations: Comprehensive Mental Health Programming Across P-16 Education Systems. Charlotte, NC: Information Age Publishing.
  • Leko, M. M., Brownell, M. T., O’Brien, K. M., & Nagro, S. A. (2024). Capitalizing on the potential of practice-based preparation in special education teacher preparation. In E. D. McCray, E. Bettini, M. T. Brownell, J. McLeskey, and P. T. Sinedlar (Eds.), Handbook of Research on Special Education Teacher Preparation (2nd ed., pp. 106-125). Routledge.
  • Parker, A. K., Parsons, S. A., Brown, E. L., Groth, L. A., & Ergünay, O. (In press). Developing a responsive framework in school-university partnerships. In J. Dresden, J. Ferrara, J. E. Neapolitan, & D. Yendol-Hoppey (Eds.), The Cambridge handbook of school-university partnerships. Cambridge University Press and Assessment.
  • Parker, A., Parsons, S., Brown, E. L., Groth, L, & Ergunay, O. (in press). Pathways to partnership: How a differentiated approach sustains teacher preparation efforts in school-university partnerships. In. J. Ferrara, J. E. Neapolitan, D. Yendal-Hoppey, & J. Dresden (Eds.), The Cambridge Handbook of School-University Partnerships (pp. XX-XX). Cambridge University Press and Assessment.
  • Parker, A., Zenkov, K., Dennis, D. V., Ellis, V., Parsons, S., Porter, A., Hui, J., & Rodriguez-Gregg, L. (In press) Mentor teachers and mentoring: Understanding roles, characteristics, strategies, and preparation. In K. Zenkov, S. A. Parsons, D. Dennis, & A. K. Parker (Eds.), Handbook of research on teacher education (4th ed.).
  • Regan, K., Evmenova, A., & Hutchison, A. (2023). Specially designed assessment of  writing to individualize instruction for students. In T. S. Hodges & K. L. Wright (Eds). Assessing Disciplinary Writing in Both Research and Practice. IGI Global.
  • Rooks-Ellis, D., Walter, H.L., & Spence, C. (submitted). Wellbeing and Resilience of Early Childhood Educators. Research Handbook on Educator Wellbeing and Resilience
  • Walter, H.L., Pressley, T., & Marshall. D.T., (Submitted). Supporting Teacher Wellbeing at the Preservice Level. Research Handbook on Educator Wellbeing and Resilience
  • Walter, H, L., Spence. C., Rooks-Ellis, D. (2024). Leading Systems Change: A Framework for Embedding Well-Being EI/ECSE. Leadership: Leading from where you are (DEC Recommended Practice Monograph Series No. 9). Division of Early Childhood.
  • Weiss, M. P. (2024). Embedded HLPs 13 and 15. In Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February). High-leverage practices for students with disabilities (2nd ed.). Arlington, VA: Council for Exceptional Children and CEEDAR Center.
  • Weiss, P., Glaser, H., & Regan, K.  (2022). eCoaching to support internship and induction. In B. Zugelder & M. L’Esperance (Eds) Handbook of Research on the Educator Continuum, and Development of Teachers (pp. 212-230). IGI Global.

Selected Presentations

2025

  • Brown, N.*, Brown, E. L., & Varier, D. (2025, April). Optimizing school-based mental health systems: Interprofessional collaboration and organizational wellness. Paper to be presented at American Educational Research Association, Denver, CO
  • Sharkey, M., Horner, C. G., & Brown, E. L. (2025, April). Experience matters: Examining teachers’ years of experience, well-being, and response to student mental health needs. Paper to be presented at the American Educational Research Association, Denver, CO.
  • Stark, K., Brown, E. L., & Vesely, C. K. (2025, April). Preparing future special educators to navigate professional emotions. Paper to be presented at American Educational Research Association, Denver, CO.
  • Watson, K., Brown, E. L., Phillippo, K., Mahatmya, D., Brown, N., & Sharkey, M.* (2025, April). Geographic landscape of educator well-being. Paper to be presented at American Educational Research Association, Denver, CO.

2024

  • Brown, E. L. (2024, November). Competing stressors: Examining ways to support K-12 educators’ coping and well-being. George Mason University Center for Social Science Research Education & Health Research Hub, Fairfax, VA.
  • Brown, N.*, & Brown, E. L. (2024, December).  Investigating interprofessional school-based collaborations to address student mental health. Paper presented at the annual meeting of the Advancing School Mental Health Conference. Orlando, FL.
  • Rosenberg, A., Brown, E. L., & Floyd, K. (2024, December). Cultivating positive school environments and mental health literacy: An evidence-based, tier 1 curriculum for educators. Paper presented at the annual meeting of the Advancing School Mental Health Conference. Orlando, FL.
  • Weiss, M. P., Szocik, K., McKenney, N., & Baulier, K. (2024). Using concept maps to understand teacher candidate identity development: A descriptive study. Poster presentation for 2024 Pacific Coast Research Conference, Coronado, CA.

2023

  • Regan, K., King-Sears, M., & *Durso, K. (2023, April 13-16). Preparing Doctoral Students to Be Teacher Educators [Paper presentation]. American Educational Research Association (AERA) conference, Chicago, IL, United States 

2022

  • Regan, K., Weiss, M. P., & O’Brien, K. M. (2022, November 8-11). Using eCoaching to support provisionally licensed special educators during internship (invited poster presentation). Teacher Education Division (TED) of the Council for Exceptional Children, 2022 TED Conference, Richmond, Virginia.