Curriculum Vita. Douglas D. Dexter

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1 Douglas D. Dexter Page 1 Douglas D. Dexter ADDRESS: Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University 230 CEDAR Building University Park, PA (814) ; (814) ddd176@psu.edu HOME ADDRESS: 321 E. Lamb Street Bellefonte, PA (814) douglasdexter@mac.com AREAS OF SPECIALIZATION: Instruction for students at risk because of low income or disability; inclusion strategies for adolescents with learning disabilities; responsiveness to intervention; statistical modeling; classroom assessment; instruction for English language learners; school improvement and school reform; urban education. EDUCATION: Ph.D. THE PENNSYLVANIA STATE UNIVERSITY, Department of Educational and School Psychology and Special Education, University Park, Pennsylvania (2010) Major Special Education Cognate Research and Statistics Dissertation: Using Graphic Organizers to Teach Content Area Material to Students with Learning Disabilities Advisor: Charles A. Hughes M.Ed. TEXAS STATE UNIVERSITY SAN MARCOS, Department of Curriculum and Instruction, San Marcos, Texas (2003) Major Special Education; Summa Cum Laude Advisor: Jo Webber B.M. BERKLEE COLLEGE OF MUSIC, Department of Music Business, Boston, Massachusetts (1999) Major Music Business/Management; Cum Laude Minor Music Education

2 Page 2 PROFESSIONAL EXPERIENCE: 2010 Present Assistant Professor of Special Education, Department of Educational Psychology, Counseling, and Special Education, Penn State University Graduate Research Assistant, Department of Educational and School Psychology and Special Education, Penn State University Special Education Teacher, Robert E. Lee High School, San Antonio, TX Graduate Research Assistant, Department of Curriculum and Instruction, Texas State University San Marcos Special Education Teacher Substitute, Metro Nashville Public Schools, Nashville, TN. ADDITIONAL EXPERIENCES: Kansas University, Center for Research on Learning, Strategic Instruction Model (SIM) Learning Strategies Training. (May, 2010). Institute of Education Sciences (IES) sponsored NLTS-2 database training. Washington DC. (July, 2009). Student representative, Higher Education for Special Education (HECSE) Winter Summit, Washington DC. (February, 2009). Assisted with special education policy meeting with staff of Robert P. Casey, U.S. Senator (PA). Washington DC. (February, 2009). Sponsor, Peer Assistance Leadership (PAL) program, North East Independent School District, San Antonio, TX, Editor-in-Chief, The Groove (Berklee College of Music student newspaper), Published Travel Articles, ABCNews.com & The Improper Bostonian, CERTIFICATION: State Board for Educator Certification (Texas) Special Education (EC 12) English Language Arts and Reading (8 12) STATISTICAL SOFTWARE: Proficient in SPSS, SAS, LISREL, HLM, and MiniTab. SELECTED HONORS/AWARDS: Recipient, Graduate Student Recognition Award Penn State University, College of Education 2010 CEC Division for Research Doctoral Student Scholars (DR-DSS), Recipient, CEC Division for Learning Disabilities Roads Scholarship, 2007, 2008, 2009.

3 Page 3 Preparing Outstanding Scholars in Special Education (POSSE) Federal Grant for Doctoral Study, Penn State University Earned highest level (exceeds expectations) in PDAS evaluations each year of teaching students with learning disabilities, NEISD, Leadership Award, North East Independent School District, Finalist, Graduate Student Researcher of the Year, Texas State University, Member, Kappa Delta Pi, International Honor Society in Education. Student Body Vice-President, Berklee College of Music, PUBLICATIONS: Articles in Refereed Journals Dexter, D.D., Park, Y.J., & Hughes, C.A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for the intermediate and secondary science classroom. Learning Disabilities Research & Practice, 26, Dexter, D.D., & Hughes, C.A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disability Quarterly, 34, Hughes, C.A., & Dexter, D.D. (2011). Response to intervention: A research-based summary. Theory Into Practice, 50, Dexter, D.D. (2010). Graphic organizers and their effectiveness for students with learning disabilities. Thalamus, 26, Dexter, D.D., Hughes, C.A., & Farmer, T.W. (2008). Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Education Quarterly, 27, 3 9. Vostal, B.R., Hughes, C.A., Ruhl, K.L., Benedek-Wood, E., & Dexter, D.D. (2008). A content analysis of Learning Disabilities Research & Practice: Learning Disabilities Research & Practice, 23, Book Chapters Belfiore, P.J., Lee, D.L., Spicer, E., & Dexter, D.D. (2008). Resilience in the classroom: The role of behavioral momentum. In D.H. Molina (Ed.), School Psychology: 21 st Century Issues and Challenges (pp ). Hauppauge, NY: Nova. Other Publications (invited, in-house, web-based, etc.) Hughes, C.A., & Dexter, D.D. (2010). Field Studies of RTI Programs, Revised. RTI Action Network Web, National Center for Learning Disabilities. site: Hughes, C.A., & Dexter, D.D. (2010). Response to Intervention: An Updated Research Review. RTI Action Network Web, National Center for Learning Disabilities. site:

4 Page 4 Dexter, D.D., & Hughes, C.A. (2009). Making decisions about adequate progress in Tier 2. RTI Action Network Web, National Center for Learning Disabilities. site: Dexter, D.D., & Hughes, C.A. (2009). Progress monitoring within a response-to-intervention model. RTI Action Network Web, National Center for Learning Disabilities. site: Hughes, C.A., & Dexter, D.D. (2008). Selecting a scientifically based core curriculum for Tier 1. RTI Action Network Web, National Center for Learning Disabilities. site: Hughes, C.A., & Dexter, D.D. (2008). Universal screening within a response-to-intervention model. RTI Action Network Web, National Center for Learning Disabilities. site: Hughes, C.A., & Dexter, D.D. (2008). Field Studies of RTI Programs. RTI Action Network Web, National Center for Learning Disabilities. site: Hughes, C.A., & Dexter, D.D. (2008). Response to Intervention: A Research Review. RTI Action Network Web, National Center for Learning Disabilities. site: Webber, J., Bentley, J.K., & Dexter, D.D. (2003). A decade of service: Career Alternatives in Special Education (CASE). Teacher Education Special Education. Arlington, VA: CEC. Books Mason, L.H., Hughes, C.A. & Dexter, D.D. (under contract). Content Area Literacy Interventions for Students with Learning Problems. NY, NY: Guilford Publications. In Press Dexter, D.D. (in press). Using graphic organizers to teach content area material to students with learning disabilities. International Journal for Research in Learning Disabilities. Dexter, D.D., & Hughes, C.A. (in press). Graphic organizers as aids for students with disabilities. In G. Schraw, M. McCrudden, & D. Robinson (Eds.), Learning through visual displays: Current perspectives on cognition, learning, and instruction. Charlotte, NC: Information Age Publishing. Hughes, C.A., & Dexter, D.D. (in press). The use of RTI to identify students with learning disabilities: A review of the research.. RTI Action Network Web, National Center for Learning Disabilities. site: In Preparation Dexter, D.D., Dexter, C.A., Park, Y.J., & Hughes, C.A. (in prep, projected Fall 2012). Using a graphical device for note-taking from text: Implications for the intermediate classroom.

5 Page 5 CONFERENCE PRESENTATIONS: National/International Dexter, D.D., Dexter, C.A., Park, Y.J., & Hughes, C.A. (2012, April). Graphic note taking from text and students with LD: Intermediate classroom implications. Paper presented at the International Council for Exceptional Children Conference, Denver, CO. Dexter, D.D., Park, Y.J., & Hughes, C.A. (2012, April). Meta-analytic review of graphic organizers and science instruction: Implications for secondary classrooms. Paper presented at the International Council for Exceptional Children Conference, Denver, CO. Dexter, D.D., & Hughes, C.A. (2011, November). Thoughtfully preparing teachers for response to intervention (RTI) at the secondary level. Paper presented at the annual convention of the Council for Exceptional Children, Teacher Education Division, Austin, TX. Dexter, D.D. (2011, April). Graphic organizers and students with LD: Accessing intermediate and secondary content-area material. Paper presented at the International Council for Exceptional Children Conference, National Harbor, MD. Dexter, D.D., & Hughes, C.A. (2011, February). Intermediate and secondary content area instruction using graphic organizers. Paper presented at the Learning Disabilities of America International Conference, Jacksonville, FL. Dexter, D.D., & Hughes, C.A. (2010, April). Graphic organizers and students with LD: How theory guides practice. Paper presented at the International Council for Exceptional Children Conference, Nashville, TN. Dexter, D.D., & Hughes, C.A. (2010, April). Meta-analysis of graphic organizer research with students with LD: Classroom implications. Poster presented at the International Council for Exceptional Children Conference, Nashville, TN. Dexter, D.D., & Hughes, C.A. (2010, February). Effective use of graphic organizers with students with LD. Poster presented at the Learning Disabilities of America International Conference, Baltimore, MD. Hughes, C.A., & Dexter, D.D. (2009, October). Two recent SIM writing strategies: The essay test-taking strategy and the editing strategy. Invited Paper presented at the DLD Research to Practice Conference, San Diego, CA. Dexter, D.D., & Hughes, C.A. (2009, April). Identification of nonresponders to tier 2 interventions within an RTI model. Poster presented at the International Council for Exceptional Children Conference, Seattle, WA. Lee, D.L., Belfiore, P.J., & Dexter, D.D. (2008, May). The role of classroom environment in persistence. Paper presented at the Association for Behavior Analysis International Conference, Chicago, IL. Hughes, C.A., & Dexter, D.D. (2007, November). Evidence-based practices impacting the performance of adolescents with LD in general education classrooms. Invited Paper

6 Page 6 State/Regional presented at the DLD Research to Practice Conference, San Antonio, TX. Dexter, D.D., & Park, Y.J. (2011, October). Graphic organizers and science instruction for adolescents with learning disabilities: Results of a meta-analysis. Invited paper presented at the Penn State Brown Bag Research Series: Science Instruction for Students with Learning Disabilities, University Park, PA. Dexter, D.D., & Hughes, C.A. (2010, November). Content area instruction using graphic organizers: Implications for teachers of secondary students with LD. Featured paper presented at the Pennsylvania Council of Exceptional Children Conference, State College, PA. Dexter, D.D. (2008, October). Graphic organizers: Can their effectiveness be explained in behavioral terms? Invited paper presented at the meeting of the Behavior Analysis Research Colloquium, State College, PA. Belfiore, P.J., Lee, D.L., & Dexter, D.D. (2007, September). An examination of a behavioral model of resilience. Invited paper presented at the meeting of the Behavior Analysis Research Colloquium, State College, PA. GRANTS AND CONTRACTS: Co-Principal Investigator (Co-PI), (with Hughes, C.A., & Hall, C.) Using graphic organizers in intermediate and secondary classrooms: Teacher perceptions and practice, Penn State College of Education Research Initiation Grant, 2012, $ EDITORIAL WORK: Editorial Boards Assistant Editor, Thalamus, ( ). Occasional Reviewer Guest Reviewer, Journal of Educational Psychology Guest Reviewer, Learning Disabilities Research and Practice INSERVICE/CONSULTANCIES: Consultant TERC, Cambridge, MA, 2011 present. Inservice Trainer Perspectives and Overview of RTI at the Secondary Level. State College, PA, school district, sponsored by the Student Pennsylvania State Educational Association (SPSEA), March Inservice Trainer Accessing the General Education Curriculum: Inclusion Considerations for Students with Learning Disabilities. State College, PA, school district, sponsored by the Penn State Alumni Student Teacher Network (ASTN), March 2010.

7 Page 7 Inservice Trainer Setting Up a Response to Intervention Model. State College, PA, school district, October UNIVERSITY COURSES TAUGHT: Summer 2012 Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (SPLED 403B; 1 section). Penn State University (Graduate and undergraduate students). Spring 2012 Fall 2011 Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (SPLED 403B; 3 sections). Penn State University (Graduate and undergraduate students). Inclusive Special Education Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (SPLED 400; 1 section). Penn State University (Graduate and undergraduate students). Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (SPLED 403B; 2 sections). Penn State University (Graduate and undergraduate students). Summer 2011 Inclusive Special Education Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (SPLED 400; 3 sections). Penn State University (Graduate and undergraduate students) Resident Section. Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (SPLED 403B; 1 section). Penn State University (Graduate and undergraduate students) Distance Section. Spring 2011 Inclusive Special Education Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (SPLED 400; 3 sections). Penn State University (Graduate and undergraduate students). Evidence-Based Methods for Teaching Secondary Students with Disabilities in Inclusive Settings (SPLED 403B; 1 section). Penn State University (Graduate and undergraduate students). Fall 2010 Spring 2009 Fall 2008 Inclusive Special Education Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (SPLED 400; 3 sections). Penn State University (Graduate and undergraduate students). Instruction for Students with Mild Disabilities (SPLED 412). Penn State University (Graduate and undergraduate students). Instruction for Students with Mild Disabilities (SPLED 412). Penn State University (Graduate and undergraduate students). Student Rating of Teacher Effectiveness (SRTE) scores and comments available upon request. Guest Lectures

8 Page 8 Spring 2012 Instruction for Students with Mild Disabilities (SPLED 412). Spring 2011 Instruction for Students with Mild Disabilities (SPLED 412). Summer 2010 Evidence-Based Instruction for Adolescents with Learning Difficulties: The Strategic Intervention Model Unit Organizer (SPLED 597). Penn State University Great Valley (Graduate students). Summer 2010 Evidence-Based Instruction for Adolescents with Learning Difficulties: The Strategic Intervention Model Course Organizer (SPLED 597). Penn State University Great Valley (Graduate students). Fall 2009 Writing and Content Literacy for Students with Special Needs (SPLED 409B). Spring 2008 Working with Families and Professionals in Special Education (SPLED 404). Spring 2008 Instruction for Students with Mild Disabilities (SPLED 412). SUPERVISION (STUDENT TEACHING AND PRACTICUM): Fall 2009 Fall 2008 Spring 2008 Experience with an Integrated Inclusion Classroom (SPLED 495G). Supervised four undergraduate pre-service teachers. Experience with Exceptional Children (SPLED 495E). Supervised three undergraduate students and two graduate students. Experience with Exceptional Children (SPLED 495E). Supervised two undergraduate students and one graduate student. UNIVERSITY SERVICE: 2011 present College of Education Award Committee (Penn State) present Assist with prospective doctoral student interviewing. Fall 2008 Assisted with new faculty interviewing. PROFESSIONAL ORGANIZATIONS: Current member of Council for Exceptional Children (CEC): Division for Learning Disabilities (DLD) Division for Research (DR) Teacher Education Division (TED) Division of International Special Education and Services (DISES)

9 Page 9 CITIZENSHIP: United States REFERENCES: References available upon request.

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