J. Huscroft-D’Angelo 1 JACQUELINE HUSCROFT-D’ANGELO, Ph.D. SUMMARY OF PROFESSIONAL ACTIVITIES COLLEGE OF EDUCATION PROFESSIONAL PREPARATION May, 2012 Doctorate of Philosophy, Educational Studies Emphasis in Special Education and Emotional and Behavioral Disorders. University of Nebraska-Lincoln. Department of Special Education and Communication Disorders, Lincoln, NE. May, 2009 Master of Science, Educational Administration Emphasis in Educational Administration and Leadership. University of Nebraska-Omaha. Department of Educational Administration and Supervision, Omaha, NE. December, 2007 Master of Science, Special Education Emphasis in Emotional and Behavioral Disorders. University of Nebraska- Omaha. Department of Special Education and Communication Disorders, Omaha, NE. May, 2005 Bachelors of Science in Education Major in Elementary Education. Emphasis in Special Education. Peru State College. School of Education, Peru, NE. PROFESSIONAL EXPERIENCES October, 2015-current Assistant Research Professor, University of Nebraska-Lincoln, Lincoln, NE. Responsibilities: Engage in independent research projects; collect, maintain, analyze, interpret, and disseminate data and findings from various research projects including On the Way Home, Parent Connectors, and health literacy in kids in care, participate in implementation fidelity, participant, school, and agency recruitment, and grant writing/reporting efforts August, 2012-September,2015 Research Faculty, ANSERS Institute, College of Education, Texas Christian University. Responsibilities: Develop, coordinate and manage research and implementation projects including design, training, supervision, data collection, analyses, and dissemination. Provide consultation to master and doctoral level candidates for thesis and dissertation work. Primarily responsible for three projects (1) collaboratively develop a systematic Response to Intervention program with a large urban district and help build capacity for sustainability of the program with the district, disseminate information, train staff, evaluate fidelity of implementation of program components across campuses as well ‘train the trainers’ program, (2) evaluation of the effectiveness of a
12
Embed
SUMMARY OF PROFESSIONAL ACTIVITIES COLLEGE OF …Angelo-Jacqueline.pdf · J. Huscroft-D’Angelo 1 JACQUELINE HUSCROFT-D’ANGELO, Ph.D.SUMMARY OF PROFESSIONAL ACTIVITIES COLLEGE
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
J. Huscroft-D’Angelo 1
JACQUELINE HUSCROFT-D’ANGELO, Ph.D.
SUMMARY OF PROFESSIONAL ACTIVITIES COLLEGE OF EDUCATION
PROFESSIONAL PREPARATION
May, 2012 Doctorate of Philosophy, Educational Studies
Emphasis in Special Education and Emotional and Behavioral
Disorders. University of Nebraska-Lincoln. Department of Special
Education and Communication Disorders, Lincoln, NE.
May, 2009 Master of Science, Educational Administration
Emphasis in Educational Administration and Leadership. University of
Nebraska-Omaha. Department of Educational Administration and Supervision,
Omaha, NE.
December, 2007 Master of Science, Special Education
Emphasis in Emotional and Behavioral Disorders. University of Nebraska-
Omaha. Department of Special Education and Communication Disorders,
Omaha, NE.
May, 2005 Bachelors of Science in Education
Major in Elementary Education. Emphasis in Special Education. Peru State
College. School of Education, Peru, NE.
PROFESSIONAL EXPERIENCES
October, 2015-current Assistant Research Professor, University of Nebraska-Lincoln,
Lincoln, NE.
Responsibilities: Engage in independent research projects; collect,
maintain, analyze, interpret, and disseminate data and findings from
various research projects including On the Way Home, Parent
Connectors, and health literacy in kids in care, participate in
implementation fidelity, participant, school, and agency recruitment,
and grant writing/reporting efforts
August, 2012-September,2015 Research Faculty, ANSERS Institute, College
of Education, Texas Christian University.
Responsibilities: Develop, coordinate and manage research
and implementation projects including design, training, supervision,
data collection, analyses, and dissemination. Provide consultation to
master and doctoral level candidates for thesis and dissertation work.
Primarily responsible for three projects (1) collaboratively develop a
systematic Response to Intervention program with a large urban district
and help build capacity for sustainability of the program with the
district, disseminate information, train staff, evaluate fidelity of
implementation of program components across campuses as well ‘train
the trainers’ program, (2) evaluation of the effectiveness of a
J. Huscroft-D’Angelo 2
professional development model across Region XI (77 districts), and
(3) conduct intervention research in the area of mathematics,
technology, and disabilities including development of the intervention,
recruitment of sites, training of research staff, fidelity of
implementation for intervention delivery, and management of research
sites.
Additional duties include grant writing, professional writing,
dissemination of research findings at local and national conferences,
teacher and administrator trainings, and supervision of graduate students.
June, 2013-August, 2013 Independent Research Consultant, University of Oregon,
Center for Applied Technology and Education.
Responsibilities: Collect, maintain, analyze, and interpret data,
disseminate findings via professional writing.
August, 2009-May, 2012 Graduate Research Assistant, Center for Child and Family
Well-Being, University of Nebraska-Lincoln/ Boys Town.
Responsibilities: Engage in independent research projects;
collect, maintain, analyze, interpret, and disseminate data and findings
from various research projects including On the Way Home,
CBAE/Loved, Therapeutic Factor Study (TFS), parent measurement,
health literacy in kids in care, and language assessment; participate in
implementation fidelity, participant, school, and agency recruitment, and
grant writing/reporting efforts; and participate in teaching undergraduate
and graduate level University courses.
TEACHING EXPERIENCES
June, 2006-August, 2009 Educational Therapist, Boys Town National Research Hospital,
Omaha, NE
Responsibilities: Assessment of youth ages (6-13), development and
implementation of academic curriculum for youth ages seven to fourteen
with a variety of behavioral and mental health needs, development and
implementation of behavioral interventions, data collection, staff
supervision, writing, and maintenance of IEPs.
August, 2005-May, 2006 Elementary Special Education Teacher, Westside Community
Schools, Omaha, NE.
Responsibilities: Managing caseloads of fifteen youth (K-3),
modification of curriculum, writing IEP’s, developing lesson plans, staff
evaluation and management, diagnostic testing, and collaborating with
academic and medical professionals.
UNIVERSITY/COLLEGE TEACHING
Social and Emotional Development of Students with Disabilities. Graduate/Undergraduate level course.
Summer, 2009, University of Nebraska-Omaha. Course Instructor, Department of Special
Education and Communication Disorders.
J. Huscroft-D’Angelo 3
Accommodating Exceptional Learners in the Classroom (Secondary). Graduate/Undergraduate level
course, Co-taught Summer, 2010. University of Nebraska-Lincoln, Course Instructor,
Department of Special Education and Communication Disorders.
Accommodating Exceptional Learners in the Classroom (Elementary). Undergraduate level course, Co-
taught Spring, 2010. University of Nebraska-Lincoln, Course Instructor, Department of Special
Education and Communication Disorders.
Applied Special Education. Undergraduate level course. Fall, 2010, University of Nebraska-Omaha.
Guest Lecturer, Department of Special Education and Communication Disorders.
Language Development and Disorders for Teachers. Graduate/Undergraduate level course. 2008-
current, University of Nebraska-Omaha, Guest Lecturer, Department of Special Education and
Communication Disorders.
Professional Collaboration. Graduate level course, 2011, University of Nebraska-Omaha. Guest
Lecturer, Department of Special Education and Communication Disorders.
Autism Spectrum Disorder. Graduate level course, 2011, Doane College. Guest Lecturer, Department of
Graduate Education.
Single-Subject Research Design. Graduate level course. Fall, 2012- present. Texas Christian University.
Guest Lecturer, College of Education.
Professional Collaboration (Teacher Education). Graduate level course. Summer, 2014 and 2015,
University of Nebraska-Omaha, Adjunct Faculty, Department of Special Education and
Communication Disorders.
Study of Exceptional Students. Undergraduate level course. Fall, 2014, Texas Christian University,
Adjunct Faculty, College of Education.
Study of Exceptional Students. Undergraduate level course. Spring, 2015, Texas Christian University,
Adjunct Faculty, College of Education.
Introduction to Quantitative Methods. Graduate level course. Spring, 2015, Texas Christian University,
Guest Lecturer, College of Education.
Mental Health in the Schools. Graduate level course. Summer, 2016, University of Nebraska Omaha,
Adjunct Faculty, Department of Special Education and Communication Disorders.
PUBLICATIONS (PEER REVIEWED)
Crawford, L., Higgins, K., Huscroft-D’Angelo, J., & Hall, L. (in press). Use of active electronic support
tools in mathematics. Educational Technology Research and Development.
Griffith, A. K., Huefner, J. C., Smith, G. L., Huscroft-D’Angelo, J., Epstein, M. H., & Singh, N. N. (in
press). A comparison between youth with monopharmacy versus polypharmacy: Admission and
departure differences for youth in residential treatment. Journal of Child and Family Studies.
J. Huscroft-D’Angelo 4
Higgins, K., Crawford, L., Huscroft- D’Angelo, J., & Horney, M. (2016). Investigating student use of
electronic support tools and mathematical reasoning. Contemporary Educational Technology,
7(1), 1-24.
Crawford, L. & Huscroft-D’Angelo, J. (2015). Mission to space: evaluating one type of informal science
education. Electronic Journal of Science Education, 19(1), 1-25.
Huscroft-D’Angelo, J., Higgins, K., & Crawford, L. (2014). Communicating mathematical ideas in a
digital writing environment: The impacts on mathematical reasoning for students with and
without learning disabilities. Social Welfare: Interdisciplinary Approach, 4(2), 68-84.
Huscroft-D’Angelo, J.N., Higgins, K.N., & Crawford, L.L. (2014). A descriptive study examining the
impact of digital writing environments on communication and mathematical reasoning for
students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 20(4), 177-
188.
Huscroft-D’Angelo, J., Trout, A.L, Epstein, M. H, & Thompson, R. (2014). The health literacy status of
youth with disabilities in a residential treatment setting. Social Welfare Interdisciplinary
Approach, 4(1), 109-114.
Trout, A. L., Hoffman, S., Huscroft-D’Angelo, J., Epstein, M., Duppong Hurley, K., & Stevens, A.
(2014). Youth and parent/caregiver perceptions of aftercare supports at discharge from
residential care. Child and Family Social Work, 19(3), 304-311.
Ketterlin Geller, L., Crawford, L., & Huscroft-D’Angelo, J. (2014). Screening to assign
accommodations: Using data to make decisions. Learning Disabilities: A Multidisciplinary
Journal, 20(2), 73-86.
Trout, A. L., Huscroft-D’Angelo, J., Epstein, M., & Kavan, J. (2014). Identifying aftercare supports for
out-of-home transitions: A descriptive analysis of youth perceptions and preparedness. Journal
of At-Risk Issues, 18, 11-18.
Hoffman, S., Trout, A. L., Nelson, T. D., Huscroft-D’Angelo, J., Sullivan, J., Epstein, M. H., &
Gibbons, C. (2013). A psychometric assessment of health literacy measures among youth in a
residential treatment setting. Journal of Studies in Social Sciences, 5(2), 288-300.
Huscroft-D’Angelo, J., Trout, A., Epstein, M., Duppong-Hurley, K., & Thompson, R. (2013). Gender
differences in perceptions of aftercare supports and services. Children and Youth Services
Review, (35)5, 916-922.
Duppong-Hurley, K., Huscroft-D’Angelo, J., Tout, A., Griffith, A., & Epstein, M. (2013). Assessing
parenting skills and attitudes: A review of the psychometrics of parenting measures. Journal of
Child and Family Studies, DOI 10.1007/s10826-013-9733-2
Trout, A. L., Huscroft-D’Angelo, J., DeSalvo, C., & Gehringer, R. (2011). The language functioning of
youth at entry to residential care. Residential Treatment for Children & Youth, (28)4, 269-282.
Griffith, A., Huscroft-D’Angelo, J., Epstein, M., Singh, N., Huefner, J., & Pick, R. (2010). Psychotropic
medication use for youth in residential treatment: A comparison of youth with monopharmacy
versus polypharmacy. Journal of Child and Family Studies, DOI 10.1007/s10826-010-9372-9.
J. Huscroft-D’Angelo 5
MANUSCRIPTS (SUBMITTED)
Huscroft-D’Angelo, J., Higgins, K., & Crawford, L. (2016). Affective characteristic and achievement
when using technology interventions in mathematics instruction: A review of the literature
(1985-2013). Journal of Educational Research “Manuscript under review.”
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2016). Technology, affective characteristic and
mathematics achievement: A Meta-Analysis from 1985-2013. Review of Educational Research
“Manuscript under review.”
Crawford, L., Huscroft-D’Angelo, J. & Higgins, K. (2016). Evaluating mathematical reasoning on whole
number and fraction items. Assessment for Effective Intervention “Manuscript under review.”
Huscroft-D’Angelo, J., Trout, A.L., Lambert, M., & Thompson, R. (2016). Caregiver perceptions of
empowerment and self-efficacy following youth discharge from residential care. Journal of
Family Social Work “Manuscript under review.”
INVITED PUBLICATIONS (NOT PEER REVIEWED)
Huscroft-D’Angelo, J., & Trout, A. (2011). Comparing perceptions of aftercare supports and services
across school professionals, family teachers, parents, and youth. Boys Town Data News (10)3.
REPORTS
Trout, A. L., Huscroft-D’Angelo, J., & Synhorst, L. (2016). U.S. Department of Education Annual Grant Performance Report for On the Way Home: Promoting Transition Outcomes in Youth with EBD or LD an Efficacy and Replication Study. Lincoln, NE: Academy for Child and Family Well- Being, University of Nebraska – Lincoln.
Huscroft-D’Angelo, J., & Crawford, L. (2015). 2012-2014 Final Project Report to The Morris
Foundation of Fort Worth on the Professional Development Model for Education Professionals.
Fort Worth, TX: Alice Neeley Special Education Research and Service Institute, Texas Christian
University.
Huscroft-D’Angelo, J., & Crawford, L. (2014). 2013 Executive Summary Report to The Morris
Foundation of Fort Worth on the Professional Development Model for Education Professionals.
Fort Worth, TX: Alice Neeley Special Education Research and Service Institute, Texas Christian
University.
Huscroft-D’Angelo, J., & Crawford, L. (2013). 2012 Executive Summary Report to The Morris
Foundation of Fort Worth on the Professional Development Model for Education Professionals.
Fort Worth, TX: Alice Neeley Special Education Research and Service Institute, Texas Christian
University.
Huscroft-D’Angelo, J., & Crawford, L. (2012). Project Summary Status Report to The Morris
Foundation of Fort Worth on the Professional Development Model for Education Professionals.
Fort Worth, TX: Alice Neeley Special Education Research and Service Institute, Texas Christian
University.
J. Huscroft-D’Angelo 6
ASSESSMENTS
Epstein, M.H., Pierce, C., & Huscroft-D’Angelo, J. (in progress). Behavioral and Emotional Rating Scale:
Third edition (BERS-3) [Assessment Instrument]. Austin, TX; PRO-ED, Inc.
Epstein, M.H., Cullinan, D., Pierce, C., Huscroft-D’Angelo, J., & Wery, J. (in progress). Scales for
Assessing Emotional Disturbance: Third edition (SAED-3) [Assessment Instrument]. Austin, TX;
PRO-ED, Inc.
PRESENTATIONS
Trout, A. L., & Huscroft-D’Angelo, J. (2016, April). Health literacy in youth with disabilities: A missing
link in transition planning. Presentation at the Council for Exceptional Children’s 2016
Convention & Expo annual conference. St. Louis, MO.
Crawford, L. & Huscroft-D’Angelo, J. (2016, April). Differences in quantitative reasoning of typical
and low performing 5th grade students. Panel presentation at the Council for Exceptional
Children’s 2016 Convention & Expo annual conference. St. Louis, MO.
Quebec-Fuentes, S., Crawford, L., & Huscroft-D’Angelo, J. (2016, April). Communicating about
fractions: Comparing the use of technology versus traditional writing. Poster presentation at the
National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2016, April). Effect of technological intervention
on student achievement, attitude, and motivation: A meta-analysis. Paper presentation at the
American Educational Research Association Conference, Washington D.C.
Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2016, March). Effects of using technology on
student achievement, attitude, and motivation. Paper presentation at the Society for Research in