AMBER

Dr. AMBER BENEDICT

Address 1	:
Address 2	:
Title	:	Dr.
First Name	:	AMBER
Last Name	:	BENEDICT
Email ID	:	[email protected]
Country	:	United States
State	:	Florida
Zipcode	:	32611

Department	:	School of Special Education, School Psychology and Early Childhood Studies
Area of Research
Teaching Quality
Area of Expertise
Professional Development, Literacy, Learning Disabilities
Brief Description of Research Interest :
Amber Benedict is a Post Doctoral Associate for the School of Special Education, School Psychology, and Early Childhood Studies, College of Education, at the University of Florida. Her research focuses on teacher education and issues of teaching quality for students with high incidence disabilities. Her recent research investigates how general and special education teachersâ€™ professional learning opportunities contribute to their studentsâ€™ achievement in the area of reading. Dr. Benedict has published articles in Exceptionality, Learning Disabilities Quarterly, Teaching Exceptional Children, Intervention School and Clinic, ect. She is committed to collaborative grant writing and is the co-principal investigator of Project Integrate, an IRIS Impact Research Study.
Representative Publications :
Book Chapters Benedict, A., E., Brownell, M. T., Griffin, C., Wang, J., & Meyers, J. (2016). Leveraging professional development to prepare general and special education teachers to teach within Response to Intervention Frameworks. In T. Petty, A. Good, & M. Putman (Eds)., Handbook of Research On Professional Development for Quality Teaching and Learning. Brownell, M. T., Chard, D., Benedict, A. E., & Lignuagaris-Kraft, B. (in press). Teacher preparation and Response to Intervention frameworks. In M. Kennedy & P. Pullen (Eds)., Handbook of Response to Intervention and Multi-tiered Instruction. Klingner, J. K., & Brownell, M. T., Mason, L., Sindelar, P., Benedict, A., with Griffin, C., Lane, K., Israel, M., Oakes, W., Menzies, H., Germer, K., Park, Y. (2015). Teaching Students with Special Needs in the New Millennium. In D. Gittomer & C. Bell (Eds)., Handbook of Research on Teaching. American Educational Research Association. Washington, D.C. Kiely, M. T., Brownell, M. T., Lauterbach, A. A., & Benedict, A. E. (2015). Teachersâ€™ beliefs about students with special needs and inclusion. In H. Fives and M. G. Gill (Eds.), International Handbook of Research on Teachersâ€™ Beliefs. Routledge: New York. Brownell, M. T., Steinbrecher, T., Kimerling, J., Park, Y., Bae, J., & Benedict, A. (2014). Dimensions of teacher quality in general and special education. In P. T. Sindelar, E. McCray, M. T. Brownell, & B. Lignugaris-Kraft, (Exd). Handbook of Research on Special Education Teacher Preparation. Routledge: New York. Brownell, M. T., Lauterbach, A, Benedict, A, Bettini, E. F., Murphy, K., & Stephens, J. (2012). Preparing Teachers to Effectively Deliver Reading Instruction and Behavioral Supports in Response to Intervention Frameworks. In B. Cook, M., Tankersley, T. Landrum (eds.), Advances in Learning and Behavioral Disabilities, 25. Refereed Publications Brownell. M. T., Benedict, A. E., & Leko, M. (in review). Collaborative, Professional Development for Improving Instruction in Multi-tiered Systems of Support (MTSS): A Research-based Conceptual Framework Liu, R., Huggins-Manley, A. C., Benedict, A. E., Miller, D., Brownell, M., & Martin, C. (in review). Estimating Multiple Levels of Attribute Mastery in Diagnostic Classification Modeling. Brown, C. L., Park, Y., Schell, R., & Benedict, A. E. (in review) Portfolio Assessment: A Magnifier to Look Deep into English Language Learnersâ€™ Responsiveness. Roberts, C., Benedict, A. E., Kim, S., & Tandy, J. (in review). Learning to Teach: Using Lesson Study to Prepare Preservice Educators to Teach Students with High-Incidence Disabilites. Park, Y., Kiely, M. T., Brownell, M. T., & Benedict, A. E. (in review). The Role of Special Education Teachersâ€™ Knowledge of Reading Fluency and Student Achievement. Bettini, E. A., Brownell, M. T., Jones, N., Conroy, M., Leite, W., Park, Y., & Benedict, A. (in review). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Park, Y., Brownell, M. T., Bettini, E. A., & Benedict, A. E. (in review). Multiple dimensions of instructional effectiveness in reading: a review of classroom observation studies and implications for special education classrooms. Benedict, A. E., & Park, Y. (in review). A Morphological Approach to Vocabulary Instruction for Students with Reading Disabilities: Teaching Prefix Families. Benedict, A. E., Park, Y., Brownell, M. T., & Betinni, E. A. (in press). When Knowing Isnâ€™t Enough: Understanding Teachersâ€™ Pedagogical Content Knowledge for Teaching Reading Fluency to Students with Specific Learning Disabilities.Journal of Postdoctoral Research, XX(X). Betinni, E., A., Benedict, A. E., Thomas, R., Kimerling, J., Choi, N., & McLeskey, J. (in press). Cultivating Quality Special Educators Systematically: Local Special Education Administratorsâ€™ Roles. Remedial and Special Education, XX(X), XX-XX. DeMatthews, D. & Benedict, A. E. (in press). Envisioning the future of leadership preparation: A collaborative dialogue.UCEA Review, XX(X), XX-XX. Bettini, E. A., Park, Y., Benedict, A. E., Kimerling, J., & Leite, W. (in press). Situating Special Educatorsâ€™ Instructional Quality and their Studentsâ€™ Outcomes within the Conditions Shaping their Work. Exceptionality, XX(X), XX-XX. Benedict, A. E., Brownell, M. T., Park, Y., Bettini, E. A., & Lauterbach, A. A. (2014). Taking charge of your professional learning: Tips for cultivating special educator expertise. Teaching Exceptional Children, 46(6), 147-157. Park, Y., Benedict, A., & Brownell, M. T. (2014). Identification of sub-skills of CORE Phonics Survey: what are the practical Implications for assessing students with reading difficulties? Exceptionality: A Special Education Journal, 22(1), 33-50. Benedict, A., Parks, Y., & Brownell, T. M., Lauterbach, A. A., Kiely, M. T. (2013). Using lesson study to align elementary literacy instruction within the RTI framework. Teaching Exceptional Children, 45 (5), 22â€“31. Benedict, A., Thomas, R., Kimerling, J. & Leko, C. (2013). Trends in teacher evaluation: What every special education teacher should know. Teaching Exceptional Children, 45(5), 60-68. Brownell, M. T., Lauterbach, A., Dingle, M. P., Boardman, A. G., Urbach, J. E., Leko, M., Benedict, A. E., & Parks, Y. (2013).Individual and contextual factors influencing special education teacher learning in literacy learning cohorts. Learning Disability Quarterly. Roberts, C., Benedict, A., & Thomas, R. (2013). Cooperating teachersâ€™ role in preparing preservice teachers: Moving beyond sink or swim. Intervention School and Clinic, 49(3), 174-180.