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Kristen McMaster

Kristen McMaster

Kristen McMaster is an associate professor of Special Education in the Department of Educational Psychology. Her research interests involve creating conditions for successful response to intervention of academically diverse learners, including students at-risk, students with disabilities, and students from culturally and linguistically diverse backgrounds. Her specific focus is on (1) promoting teachers’ use of data-based decision-making and evidence-based instruction and (2) developing individualized interventions for students for whom generally effective instruction is not sufficient.

Amy Bethel

Amy Leinen

Amy Leinen is a Ph.D. student in Special Education at the University of Minnesota. Amy received her undergraduate degree in Psychology and Spanish from The University of Iowa where she worked in a cognitive psychology research lab as a research assistant and conducted a research project on global processing. Amy received a Masters of Special Education from Arizona State University where she researched the effects of various tutoring models, and English language learning techniques. Amy has spent three years teaching special education in a cross-categorical room in Phoenix, AZ and one year in Bloomington, MN. Amy is interested in intervention methods for students with reading comprehension, written expression, and math reasoning difficulties, cultural influences on special education identification, and learning and teacher preparation.

Pyung Gang

Pyung Gang

Pyung-Gang Jung is a Ph.D. student of Special Education in the Department of Educational Psychology at the University of Minnesota. She received her B.A in special education and elementary education from the Ewha Womans University, Korea and taught students with disabilities in a variety of educational settings. She received her M.A. in special education from the University of Minnesota. Pyung-Gang’s research interests include developing assessments and designing individualized instructional interventions in reading and writing for students and students with disabilities. After graduation, Pyung-Gang is looking forward to teaching and researching in the area of Learning Disabilities focusing on encouraging teachers to use data-based decision making and evidence-based interventions.

Hui Chen Hsu

Hui Chen Hsu

Hui-Chen Hsu is a third year Ph.D. students in the department of Special Education. She served as s supervisor for Special Education practicum students in the University of Minnesota for one year. She graduated with a BA in special education from National Hsinchu University of Education in Taiwan, and taught student with various disabilities for one year in elementary school. She has a background in working with the project regarding multimedia design for students with learning disabilities on analyzing materials and evaluating information presented in textbooks (i.e., math, literacy). Hui-Chen is interested in intervention for students with learning disabilities as well as for struggling readers.

Elizabeth Oberg

Elizabeth Lam

Elizabeth Lam is a Ph.D. student in Special Education in the Department of Educational Psychology at the University of Minnesota.   She received her undergraduate degree in Education at Gustavus Adolpus College and her master’s degree in School Psychology at the Rochester Institute of Technology.  She is a licensed regular education elementary and mathematics teacher and a Nationally Certified School Psychologist.  She has provided direct instructional support to students at-risk and who experience disabilities in a variety of settings.  She has also worked as a School Psychologist and currently provides consultative services to school districts who require specialized psychological evaluations.   Her research interests include: predictive factors of responsiveness to intervention, its relation to dosage, and how to support learners who are deaf or hard of hearing. 

 

Martin van Boekel

Martin van Boekel

Martin van Boekel (M.A., University of Victoria) is a third year Ph.D. candidate in the Psychological Foundations area of the Educational Psychology Department at the University of Minnesota. He received his B.Sc. in Statistics from the University of Toronto and his B.Ed. with a mathematics specialist from Lakehead University. Martin received his M.A. from the University of Victoria where his research focused on the impact of stereotypes on academic performance and the relationship between academic rumination and motivation. His current work focuses on understanding how memory distortions influence our capacity to reason about surprising information, and the mechanisms that underlie these memory distortions. He is also interested in Action Research approaches in working with youth to study the aspects of their lives that they have identified as positive and negative forces in their communities.

 Jaehyun Shin

Jaehyun Shin

Jaehyun Shin is a first year Ph. D. student in Special Education at the University of Minnesota. He received his B.A. in Education and M.A in Special Education from Seoul National University, Korea. Since he started studying LDs, he has been mainly interested in the screening using progress monitoring measures, such as CBM(Curriculum-based measurement), as well as interventions for children with learning difficulties or identified as LDs, especially in reading area. Before arriving in the University of Minnesota, he spent two years as a research assistant at QoLT(Quality of Life Technology) center funded by Korea government, where he coordinated workshops and summer programs for high school students with a variety of disabilities.

Kate Brodeur

Kate Brodeur

Kate Brodeur is a Ph.D. student in Literacy Education.  Kate earned her undergraduate degree in English and Special Education from James Madison University. While working as a high school special education teacher, she earned a Masters of Education degree and Reading Specialist license from the University of Virginia.  She continued teaching as a middle school Reading Specialist and Literacy Coach in Virginia for five years before coming to the University of Minnesota for her graduate program.  Kate currently teaches Foundations of Reading classes for Elementary Education majors in the Curriculum and Instruction Department.  She is interested in literacy teaching and learning, particularly as they relate to students who experience difficulty with reading.  

Kendra Rimmereid

Kendra Rimmereid

Kendra Rimmereid is a Masters student working on a Master's of Education and an ABS (Academic Behavior Strategist) License.  She graduated with a BA and License in Social Studies Education from Bethel University in St. Paul, MN. Kendra taught 8th grade English in Bahrain for one year.  For the past three years she has worked with students with a variety of disabilities in various school settings in the Minneapolis area.

Paul van den Broek

Paul van den Broek

Paul van den Broek, Ph.D. (University of Chicago), is Director of the Brain and Education Laboratory at Leiden University, The Netherlands, and holds faculty appointments in the Department of Education and Child Studies at Leiden University and in the Department of Cognitive Sciences at the University of Minnesota. His research focuses on the cognitive and neurological processes involved in reading comprehension in children and adults, and on the development of instructional methods for proficient and struggling readers. 

Christine Espin

Christine Espin

Dr. Christine Espin, Ph.D. (University of Minnesota) is a Professor at Leiden University in the department of Education and Child Studies, Special Education. She holds a Leiden University Chair entitled, “Teachers’ Assessment of Learning and Behavioral Problems in Adolescents.” Dr. Espin’s research focuses on the development of progress-monitoring system in reading, written expression, language learning, and content-area learning for secondary students with learning disabilities, and on teachers’ use of data for educational decision-making.


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Last modified on November 27, 2013.