Kristin Murphy
Dr. Murphy has over fifteen years of experience in Special Education in varied teaching, research, and policy roles. She is currently an Assistant Professor of Special Education for the Department of Curriculum and Instruction in the College of Education and Human Development at the University of Massachusetts Boston. Her research primarily focuses on teacher quality and professional development for teachers and administrators in exclusionary school settings. She has also served as a researcher on two different federal research grants funded by the U.S. Department of Education’s Institute of Education Sciences. She teaches coursework at the undergraduate and Master's level in Special Education and supervises Master's students in Special Education pursuing initial and professional licensure in Massachusetts. She has published about teacher preparation and professional development in Special Education in Teacher Education and Special Education, Focus on Exceptional Children, Journal of Special Education Leadership, and Preventing School Failure.
Prior to her career in higher education, Dr. Murphy worked for the New York City Department of Education for five years, first as a Special Education teacher and then on No Child Left Behind related operations and dissemination that pertained to students with disabilities.
Address: Department of Curriculum & Instruction
College of Education & Human Development
UMass Boston
100 Morrissey Blvd
Boston, MA 02125
Prior to her career in higher education, Dr. Murphy worked for the New York City Department of Education for five years, first as a Special Education teacher and then on No Child Left Behind related operations and dissemination that pertained to students with disabilities.
Address: Department of Curriculum & Instruction
College of Education & Human Development
UMass Boston
100 Morrissey Blvd
Boston, MA 02125
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Book Chapters by Kristin Murphy
Successful implementation of Response to Intervention frameworks in schools requires general and special education teachers to have well-integrated knowledge bases for providing instruction and intervention in reading and behavior. Implementation-focused approaches to changing teacher behavior, favored traditionally in special education, however, are unlikely to help teachers acquire such knowledge. In this chapter, we discuss the knowledge and practice that defines expert teachers in reading and behavior and how such expertise might be achieved through practice-focused approaches to initial teacher education and professional development.
Papers by Kristin Murphy
< Individuals with Disabilities Education Act (IDEA) regulations (IDEA, 2006), resulting in lengthy and costly litigation. At least 56 lawsuits against JC schools have focused on various aspects of the six principles of IDEA: (a) zero reject/child find; (b) nondiscriminatory testing; (c) individual education program (IEP); (d) least restrictive environment; (e) procedural due process; and (f) parent participation. Possession of IDEA-related knowledge by JC school leadership is essential for implementation of IDEA policy at the school level. However, school leaders typically lack a comprehensive understanding of IDEA requirements. It is essential that JC school and facility leadership teams gain knowledge of IDEA via comprehensive professional development (PD). The PD should also provide the guidance necessary for JC leadership teams to develop and implement clear action plans focusing on implementing IDEA requirements. Online PD is a
promising delivery method worth further investigation for this setting.
that can be used to redirect students away from further or repeated involvement in the court system. In this article, our purpose is to provide readers with information on the professional development (PD) needs of JC personnel. Student, teacher, and facility contextual considerations in JC are described. Then, specific JC PD knowledge, skills, and dispositions associated with student academic, behavior, and mental health needs are detailed. Finally,resources and future directions are offered.
Successful implementation of Response to Intervention frameworks in schools requires general and special education teachers to have well-integrated knowledge bases for providing instruction and intervention in reading and behavior. Implementation-focused approaches to changing teacher behavior, favored traditionally in special education, however, are unlikely to help teachers acquire such knowledge. In this chapter, we discuss the knowledge and practice that defines expert teachers in reading and behavior and how such expertise might be achieved through practice-focused approaches to initial teacher education and professional development.
< Individuals with Disabilities Education Act (IDEA) regulations (IDEA, 2006), resulting in lengthy and costly litigation. At least 56 lawsuits against JC schools have focused on various aspects of the six principles of IDEA: (a) zero reject/child find; (b) nondiscriminatory testing; (c) individual education program (IEP); (d) least restrictive environment; (e) procedural due process; and (f) parent participation. Possession of IDEA-related knowledge by JC school leadership is essential for implementation of IDEA policy at the school level. However, school leaders typically lack a comprehensive understanding of IDEA requirements. It is essential that JC school and facility leadership teams gain knowledge of IDEA via comprehensive professional development (PD). The PD should also provide the guidance necessary for JC leadership teams to develop and implement clear action plans focusing on implementing IDEA requirements. Online PD is a
promising delivery method worth further investigation for this setting.
that can be used to redirect students away from further or repeated involvement in the court system. In this article, our purpose is to provide readers with information on the professional development (PD) needs of JC personnel. Student, teacher, and facility contextual considerations in JC are described. Then, specific JC PD knowledge, skills, and dispositions associated with student academic, behavior, and mental health needs are detailed. Finally,resources and future directions are offered.