C&I Faculty:


College of Education
Office of the Dean
705 Maytum Hall
The State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3311 phone
(716) 673-3794 fax

 

Curriculum & Instruction
E268 Thompson Hall
The State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3701 phone
(716) 673-4664 fax

Language, Learning & Leadership
E262 Thompson Hall
The State University of New York at Fredonia
Fredonia, NY 14063
(716) 673-3702 phone
(716) 673-4664 fax


"Dr. Larry Maheady"Lawrence Maheady, Ph.D.
Professor

Office: TH E248 Phone: (716)673-3440
Email: Lawrence.Maheady@fredonia.edu

 

 

Introduction

Dr. Larry Maheady is a Professor in the Department of Curriculum and Instruction at SUNY Fredonia. His primary responsibilities include teaching pre-service and in-service teachers, conducting classroom-based research, and consulting with school districts locally and nationally. Dr. Maheady has authored or co-authored over 80 articles in peer-reviewed journals, 12 book chapters, and two books. His primary areas of interest include evidence-based education, peer-mediated learning, and preparing high quality teachers for 21st Century schools. Dr. Maheady has presented his work at over 150 international, national, and state-level conferences and has conducted more than 250 staff development sessions in 29 different states. In 2004, Dr. Maheady received the SUNY Chancellor’s Award for Excellence in Scholarship and Creative Activities and the SUNY Foundation Award for Research and Scholarship.

Recent Peer-Reviewed Publications

Maheady, L., Smith, C., & Jabot, M. (in press). Using field experiences, simulations, and evidence-based practices to bridge the research-to-practice gap in teacher education. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris-Kraft (Eds.), Handbook of Research on Special Education Teacher Preparation.

Haydon, T., Blondin, C., & Maheady, L. (in press). Using active supervision and pre-correction to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools.

Ferneza, P., Maheady, L., & Jabot, M. (in press). The effects of group contingent mystery motivators on the academic performance of a non-Regents science class. Journal of Evidence-Based Practices in Schools.

Maheady, L., & Jabot, M. (in press). Teacher induction: What we know, don’t know, and must learn soon. Journal of Evidence-Based Practices for Schools.

Maheady, L., & Jabot, M. (2011, April). Using research-to-practice studies to increase general educators’ use of empirically-supported practices. Savage Controversies, 4(2), 2-6.

Maheady, L., & Gard, J. (2010). Class Wide Peer Tutoring: Practice, theory, research, and personal narrative. Intervention in School & Clinic, 30, 1-8.

Haydon, T., Maheady, L., & Hunter, W. (2010). Effects of Numbered Heads Together on the daily quiz scores and on-task behavior of students with disabilities. Journal of Behavioral Education, 19, 222-238.

Maheady, L., Jabot, M., & Rey, J. (2008, Fall/Winter). Using teaching/learning projects to assess and impact candidate practice and pupil learning. Excelsior, 3, 72-81.

Harper, G. H., & Maheady, L. (2007). Peer mediated teaching and students with learning disabilities. Intervention in School and Clinic, 43,101-107.

Maheady, L., Jabot, M., Rey, J., & Michelli-Pendl, J. (2007). An early field based experience and its effects on pre-service teachers’ practice and student learning. Teacher Education and Special Education 30, 24-33.

 

Recent Professional Presentations

Raising the Bar for Teacher Education through the New York State 325T Consortium. Annual Convention of the Teacher Education Division (TED) of the Council for Exceptional Children, Austin, Texas, November, 2011.

Using a Practice-Based Evidence Model to Foster the Use of Evidence-Based Practices: Interdependent Group Contingencies for Teaching in Inclusive Settings. Annual Convention of the Teacher Education Division (TED) of the Council for Exceptional Children, Austin, Texas, November, 2011.

Using Research-to-Practice Studies to Increase General Educators’ Use of Empirically Supported Practices. Annual Conference of the New York State Council for Exceptional Children, Rochester, New York, October, 2011.

325Teeing Off: Enhancing Your Teacher Preparation Program. Annual Conference of the New York State Council for Exceptional Children, Rochester, New York, October, 2011.

The Effects of Group Contingent Mystery Motivators on Middle School Students’ Work Completion and Accuracy. Annual Conference of the Association for Behavior Analysis International, Denver, Colorado, May, 2011.

The Effects of Three Jars on the Academic and Behavioral Performance of Three Inclusive Classrooms. Annual Conference of the Association for Behavior Analysis International, Denver, Colorado, May, 2011.

Expanding Teacher Education’s Role in the Evidence-Based Education Movement. Presentation at the Annual Convention of the New York State Association for Colleges of Teacher Education, Saratoga Springs, New York, October, 2010.

Practice-Based Evidence: Data for Documenting Candidate Impact on Student Learning. Presentation at the Annual Convention of the New York State Association for Colleges of Teacher Education, Saratoga Springs, New York, October, 2010.

Practice-Based Evidence: A New Vision for Special Education Research and Practice. Presentation at the Annual Convention of the New York State Council for Exceptional Children (CEC), Saratoga Springs, New York, October, 2010.

Group Contingencies: Working Effectively in Inclusive Settings.Presentation at the Annual Convention of the New York State Council for Exceptional Children (CEC), Saratoga Springs, New York, October, 2010.

Practice-Based Evidence: Behavioral Applications in General Education Settings. (Poster Session). Annual Conference of the Association for Behavior Analysis International, San Antonio, Texas, May, 2010.

Teacher Induction: What We Know, Don’t Know, and Better Learn Soon! Keynote Address, 5th Annual Summit on Evidence-Based Education. The Wing Institute, Berkeley, CA, April, 2010.

Conceptual and Procedural Issues in the Identification of Highly Effective Inclusive Education Settings and Placements. (Panel presentation), Annual Meeting of the New York State Task Force on Inclusive Education, Albany, New York, March, 2010.

The Use of Practice-Based Evidence as a Methodology for Teacher Development. International Conference on Teaching and Learning, Niagara University, Niagara Falls, New York, January, 2010.





Copyright (c) 2011 SUNY Fredonia College of Education


Page modified 7/15/14