The Use of Innovation Configurations to Improve Teacher Preparation in Reading Instruction
Featured Experts
Beth Harn, Ph.D.
Beth Harn, Ph.D., is an assistant professor in special education at the University of Oregon. Harn teaches graduate-level courses in special education and school psychology, including educational assessment and systems-level academic interventions. She has expertise in early literacy assessment, instruction and intervention.
Harn's primary focus areas include systems to support effective school-wide instructional decision-making; aligning curriculum, instruction and assessment to optimize learners' performance; prevention and early intervention for students with reading difficulties; and increasing and improving educators' consultation practices. Harn earned her doctorate from the University of Oregon and holds an M.S. and a B.A. from California State University-Fresno.
Daniel J. Reschly, Ph.D.
Daniel J. Reschly, Ph.D., is professor of education and psychology at Peabody College, Vanderbilt University, where he is chair of the Department of Special Education. From 1975 to 1998, he directed the School Psychology Program at Iowa State University. He has published on the topics of response to intervention, special education system reform, overrepresentation of minority children and youth, and classification procedures. In addition, he has been active in state and national leadership roles, including president of the National Association of School Psychologists and editor of School Psychology Review. Dr. Reschly served on various National Academy of Sciences panels: Standards-Based Reform and the Education of Students with Disabilities (member), Minority Overrepresentation in Special Education (member), and Disability Determination in Mental Retardation (chair). He also is codirector of the National Research Center on Learning Disabilities. He earned his doctorate from the University of Oregon.
Moderator
Lynn Holdheide,
Lynn Holdheide, a Vanderbilt University research associate in the National Comprehensive Center for Teacher Quality, works on several projects related to improving the preparation of teachers for students with at-risk characteristics and disabilities. Holdheide coordinates the TQ Connection, an on-line resource designed to serve both general and special education teacher preparation. Her work also addresses Response to Intervention, inclusive services, and effective teaching practices. Prior to appointment to her current position at Vanderbilt University, Holdheide served as project coordinator and education consultant for nine years at the Indiana Department of Education, Division of Exceptional Learners. She served as the school-to-work transition consultant and directed a statewide study collecting post-school outcome data for students with disabilities. Data from this study were used to develop a statewide system to measure employability skills, modify curriculum, and direct state transition policy. Holdheide has experience as a teacher, transition specialist, vocational specialist, and residential provider. She holds an undergraduate degree in special education from the Ohio State University and a master's degree from Eastern Illinois University.
