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«JONTE’ C. TAYLOR (JT), Ph.D. University Address Office Contact Information: 210 CEDAR (814) 867-4415 University Park, PA 16802 jct215 ...»

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JONTE’ C. TAYLOR (JT), Ph.D.

University Address Office Contact Information:

210 CEDAR (814) 867-4415

University Park, PA 16802 jct215@psu.edu

CURRENT POSITION

Assistant Professor

Department of Educational Psychology, Counseling, & Special Education College of Education Pennsylvania State University

POSTGRADUATE EDUCATION

IES Postdoctoral Scholar (2010-2012), Special Education University of Iowa, Iowa City, IA Research the efficacy of an argument-based inquiry approach to learning elementary school science for students with disabilities ∙ Provide research support to grant funded random control trial of the Science Writing Heuristic ∙ Assist with the coordination and engagement of professional development workshops for in-service science teachers ∙ Dissemination of research via publications and presentations ∙ Engage undergraduate and graduate students in research and scholarly activities, such as instrumentation development EDUCATION Ph.D., Special Education (2009) Auburn University, Auburn, AL Major: Autism/Behavior Disorders ∙ Minors: Educational/Library Media and Statistics ∙ Research interests: bullying, assessment, social skills, and communication ∙ Dissertation Chair: Everett D. Martin, Ph.D.

Taylor, J. C. (2009). Rural middle school students' perceptions of bullying (Doctoral dissertation, Auburn University) ProQuest LLC.

M.Ed., Collaborative Teaching and Special Education (2007) Auburn University, Auburn, AL Specialization: Autism/Behavior Disorders (K-12) B.A., Mental Retardation Education (2000) Tuskegee University, Tuskegee, AL Specialization: K-12

PUBLICATIONS

Taylor, J. C., Chanlen, N. Therrien, W., & Hand, B. (2014). Improving low achieving students’ critical thinking skills through an argument-based inquiry approach to science. Academic Exchange Quarterly, 18(1).

PUBLICATIONS (cont.) Taylor, J. C., & Villanueva, MG. (2014). The power of multimodal representations: Using and creating visual supports for students with high incidence disabilities. Science and Children, 51(5).

Therrien, W. J., Taylor, J. C., Watt, S., Kaldenberg, E. (2014). Science Instruction for students with emotional and behavioral disorders. Remedial and Special Education, 35(1), 15-27.

Watt, S. J., Therrien, W. J., Kaldenberg, E., & Taylor, J. C. (2013). Promoting inclusive practices in inquiry-based science classrooms. Teaching Exceptional Children, 45(4), 40-48.

Christensen, J. & Taylor, J. C. (2012). Bullying and EBD. CCBD Newsletter, 26(3).

Villanueva, M. G., Taylor, J. C., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.

Taylor, J. C. (2012). “The labor of collaboration” or “to share or not to share —what is the question again?” In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 64-65). Providence, RI. [Available online at http://www.sciedxroads.org/proceedings2012.html].

Taylor, J. C., Therrien, W., Kaldenberg, E., Watt, S., Chanlen, N., & Hand, B. (2012). Using an inquirybased teaching approach to improve science outcomes for students with disabilities:

Snapshot and longitudinal data. Journal for Science Education for Students with Disabilities 15(1).

Taylor, J. C. & Villanueva, MG. (2012). Using argument-based inquiry to improve achievement & critical thinking outcomes for traditionally low-achieving students. Proceedings of the Australasian Science Education Research Association. Sippy Downs, Queensland, Australia.

Taylor, J. C., Therrien, W., & Hand, B. (2012). Argument-based inquiry and students with disabilities:

Improving critical thinking skills and science understanding. Proceedings of the International Conference of the Learning Sciences. Sydney, Australia.

Shelley, M., Fostvedt, L., Gonwa-Reeves, C., Baenziger, J., McGill, M., Seefeld, A., Hand, B.

Therrien, W., Taylor, J. C. & Villanueva, M. G. (2012). Balancing self-directed learning with expert mentoring: The science writing heuristic approach. Proceedings of the Society for Research on Educational Effectiveness.

Shelley, M., Gonwa-Reeves, C., Baenziger, J., Seefeld, A., Hand, B., Therrien, W., Villanueva, M.G, & Taylor, J. C. (2012). Multilevel Models for Estimating the Effect of Implementing Argumentation-Based Elementary Science Instruction. Proceedings of the Society for Research on Educational Effectiveness.

Taylor, J. C. (2012). The bully questions. New Times for DLD, 30(1).

PUBLICATIONS (cont.) Therrien, W. J., Taylor, J. C., Hosp, J., Kaldenberg, E. R., & Gorsh, J. (2011). Science instruction for students with learning disabilities: A meta-analysis. Learning Disabilities Research and Practice, 26(4), 188-203.

Kaldenberg, E., Therrien, W., Watt, S., Gorsh, J., & Taylor, J. C. (2011). Three keys to success in science for students with learning disabilities. Science Scope, 35(3), 24-27.

Taylor, J. C. (2011). Can we improve science education for students with special needs? In J.

Settlage, A. Johnston, S. Dotger & R. Ceglie (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 84-85). San Antonio, TX. [Available online at http://www.sciedxroads.org/proceedings2011.html].





Taylor, J. C., Hill, D., & Simpson, R. (2008). Autism and behavior clinic (ABC) summer training manual. Unpublished manuscript, Department of Rehabilitation and Special Education, Auburn University, Auburn, Alabama.

Taylor, J. C., Meade, W., Sellers, J., & Simpson, R. (2007). Autism and behavior clinic (ABC) summer training manual. Unpublished manuscript, Department of Rehabilitation and Special Education, Auburn University, Auburn, Alabama.

PAPERS IN PREPARATION

Taylor, J. C., Tseng, C., Murillo, A., Therrien, W., & Hand, B. (In preparation). Using an argumentbased inquiry approach to instruction to improve science achievement for students with disabilities.

Taylor, J. C. & Rice, K. (In preparation). Teaching using popular-music across the curriculum: A howto guide Moohr, M., Taylor, J. C. (In preparation). Not in my classroom: Practical strategies for combating bullying at the classroom level Taylor, J. C., Christensen, J. (In preparation). Combating bullying by and to EBD students.

Taylor, J. C. (In preparation). Using song lyrics to teach curriculum skills and increase task completion for students with EBD and LD.

Taylor, J. C., Christensen, J., Hwang, J., Therrien, W., & Hand, B. (In preparation). The effectiveness of learning critical thinking through argument-based inquiry for African-American students.

Taylor, J. C. (In preparation). The usual suspects: A class-wide year-long group project for students with EBD.

Taylor, J. C. (In preparation). Qualitative and quantitative analysis of EBD students’ work on a yearlong class project.

PRESENTATIONS & POSTERS

PRESENTATIONS

Taylor, J. C. (2013, October). The usual suspects: A year-long class project with EBD students. Paper presented at the conference for Teacher Educators for Children with Behavior Disorders, Tempe, Arizona.

Taylor, J. C. (2013, October). This is the remix: Supporting learning through song lyrics. Paper presented at the conference for Teacher Educators for Children with Behavior Disorders, Tempe, Arizona.

Moohr, M. & Taylor, J. C. (2013, October). Not in my classroom: Practical strategies dealing with bullying at the classroom level. Paper presented at the conference for Teacher Educators for Children with Behavior Disorders, Tempe, Arizona.

Taylor, J. C. (2013, September). Practical strategies to increase attention and achievement for students in science classrooms. Paper presented at International Meeting of the Council for Children with Behavior Disorders, Chicago, Illinois.

Taylor, J. C. (2013, April). Beyond inquiry: How big ideas, argumentation, and visual supports help students with disabilities in science classrooms. Paper presented at National Science Teachers Association, San Antonio, Texas.

Taylor, J. C. & Carson, J. (2013, April). Severe science: Using science instruction for students with severe disabilities. Paper presented at the National Science Teachers Association, San Antonio, Texas.

Taylor, J. C. & Therrien, W. (2013, April). Science inquiry instruction for students with LD: Pros, cons, and instructional scaffolds for success. Paper presented at the Council for Exceptional Children, San Antonio, Texas.

Therrien, W. & Taylor, J. C. (2013, April). Science instruction for students with LD: Emerging evidencebased practices. Paper presented at the Council for Exceptional Children, San Antonio, Texas.

Taylor, J. C. & Therrien, W. (2013, January). Making collaboration work: Strategies for special educators & science educators to use for students with disabilities. Paper presented at The International Meeting of the Association of Science Teacher Educators, Charleston, South Carolina.

Taylor, J. C., Therrien, W. (2012, October). EBD students and science education: A metaanalysis. Paper presented at the meeting of the Teacher Educators for Children with Behavioral Disorders, Tempe, Arizona.

Taylor, J. C. (2012, June). Argument-based inquiry for teaching science to students with disabilities. Paper presented at the meeting of the Texas Council for Exceptional Students, San Antonio, Texas.

PRESENTATIONS & POSTERS (cont.)

PRESENTATIONS

Taylor, J. C. & Villanueva, M. (2012, June). Using argument-based inquiry to improve achievement & critical thinking outcomes for traditionally low-achieving students. Paper presented at the meeting of the Australian Science Education Research Association, Sippy Downs, Queensland, Australia.

Taylor, J. C. & Therrien, W. J (2012, May). Science instruction for students with learning disabilities and behavior disabilities: Improving academic and critical thinking skills. Paper presented at the meeting of the SWH Conference, Ankeny, Iowa Watt, S., Kaldenberg, E., Therrien, W. J, & Taylor, J. C. (2012, April). Effective science instruction for students with emotional and behavioral disorders. Paper presented at the meeting of the Council for Exceptional Children, Denver, Colorado.

Kaldenberg, E., Therrien, W. J, Taylor, J. C., Watt, S., & Banda, D. (2012, April). A meta- analysis of science instruction for students with learning disabilities. Paper presented at the meeting of the Council for Exceptional Children, Denver, Colorado.

Taylor, J. C., Watt, S., & Kaldenberg, E. (2012, March). Science instruction for students with learning disabilities and behavior disabilities: Improving academic and critical thinking skills. Paper presented at the meeting of the National Science Teachers Association pre-conference workshop for Science Education for Students with Disabilities, Indianapolis, Indiana.

Taylor, J. C. (2011, October). Everything Science: Using Science Curriculum to Address Non-Science IEP Goals. Paper presented at the meeting of the Teacher Educators for Children with Behavioral Disorders, Tempe, Arizona.

Taylor, J. C., Therrien, W., Kaldenberg, E., & Watt, S. (2011, October). BD students and science education: A meta-analysis. Paper presented at the meeting of the Teacher Educators for Children with Behavioral Disorders, Tempe, Arizona.

Taylor, J. C., & Gorsh, J. (2011, September). Using an argument-based inquiry approach to learn science: Year 1 results from the science writing heuristic approach. Paper presented at the meeting of the 9th Biennial International Council for Children and Youth with Behavioral Disorders, New Orleans, Louisiana.

Villanueva, M., Taylor, J. C., Hand, B., Therrien, W., & Shelley, M. (2011, September). Questions, claims and evidence: Lessons learned from students and teachers engaging in the science writing heuristic approach. Paper presented at the meeting of the Institute for Education ScienceSociety for Research on Educational Effectiveness, Washington, D.C.

Taylor, J. C., Villanueva, M., Hand, B., Therrien, W., Shelley, M., & Baenziger, J. (2011, September).

Using an argument-based inquiry approach to learn science: Year 1 results from the science writing heuristic approach. Paper presented at the meeting of the Institute for Education Science-Society for Research on Educational Effectiveness, Washington, D.C.

PRESENTATIONS & POSTERS (cont.)

PRESENTATIONS

Therrien, W. J, Taylor, J. C., Gorsh, J., Kaldenberg, E. R., & Banda, D. (2011, April). Effective science instruction for student with learning disabilities (LD). Paper presented at the meeting of the Council for Exceptional Children, National Harbor, Maryland.

Taylor, J. C. (2011, March). The use of questions, claims, and evidence as effective science instruction for students with learning disabilities. Paper presented at the meeting of the National Science Teachers Association pre-conference workshop for Science Education for Students with Disabilities, San Francisco, California.

Taylor, J. C., Goo, M., Kaldenberg, E. & Gorsh J. (2010, November). Using the science writing heuristic to improve science comprehension and critical thinking skills. Paper presented at the meeting of the International Child & Adolescent Conference XV, Minneapolis, Minnesota.

Taylor, J. C. & Hill, D. (2010, July). Promoting success in the general education classroom for students with challenging behaviors. Paper presented at the meeting of the Alabama Mega Conference, Mobile, Alabama.

Taylor, J. C. (2009, October). Teaching using popular-music across the curriculum: Increasing interest, participation, and understanding. Presentation at the meeting of the Teacher Educators for Children with Behavioral Disorders, Tempe, Arizona.

Nelson, C., Hill, D., & Taylor, J. C. (2009, March). Promoting success in the general education classroom for student with behavior issues. Presentation at the meeting of the Alabama Federation Council for Exceptional Children, Birmingham, Alabama.

Hill, D., Nelson, C., & Taylor, J. C. (2009, March). Using educational media to teach social skills to students with autism spectrum disorder and/or behavior problems. Presentation at the meeting of the Alabama Federation Council for Exceptional Children, Birmingham, Alabama.

Hill, D. & Taylor, J. C. (2008, November). Advance teaching methods using social stories.



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