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Temple Lovelace, Ph.D.Assistant Professor |
Curriculum Vitae 2010-Present (link)
Courses Taught
Inclusive Education: Pre K - 8
Literacy Focus Semester: Academic Adaptations
Supportive Environments for Social/Emotional Learning
Educational Assessment: Special Education
Education
Doctor of Philosophy in Special Education and Applied Behavior Analysis, August 2008
The Ohio State University, Columbus, Ohio; ABA International accredited program
Master of Education in Early Childhood Education, May 2004
Grand Valley State University, Grand Rapids, Michigan
Bachelor of Arts in Psychology, May 2000
Hope College, Holland, Michigan
Board Certified Behavior Analyst-Doctoral (Certification #1-07-3864)
Early Childhood Interventionist (Certification # OH3033178)
Honors/Awards
Barbara A. Sizemore Research Fellow
Research Interests
Effective Practices in Academic & Behavioral Skill Development
Educational Assessment
Cultural Issues in Relational Aggression
Current Projects
TRAK & TRACE Conceptual Framework for Culturally Responsive Practice (link)
PAIRR (Early Literacy Assessment Program)
Cultural Competence of Pre-Service Professionals involved with the Referral and Recommendation Process
Research-to-Practice Transition: Early Childhood Interventions
Professional Affiliations
Association for Professional Behavior Analysts (APBA)
Council for Exceptional Children (CEC)
Division of Early Childhood –CEC (DEC)
International Association of Behavior Analysis (ABAI)
Psi Chi: National Honor Society in Psychology (ΨΧ)
Recent Publications
Lovelace, T. S., McGoey, K.A. & DeBoer, L. (in press). 5 Myths of RTI. Children & Families.
Lovelace, T.S., McGoey, K.A. & DeBoer, L. (in press). Implementing RTI. Children & Families.
Vernon-Dotson, L.J. & Lovelace, T.S. (in press). Creating a Schoolwide Culture to Support Practitioner Research. In Practitioner Research in Teacher Education: Theory and Best Practices.
Lovelace, T.S., Gardner, R. III, Sainato, D., & Axe, J. (2010). Early Childhood Special Education. The International Encyclopedia of Education. Elsevier: Oxford.
Tsvetkoff, J., Hessler, T., Gardner, R. III. & Lovelace, T.S. (2009). The Effects of Differentiated Instruction on The Written Expression of High-Achieving Urban African American First Graders. The Journal of Advanced Academics, 20(2), 214-247.
Herring-Harrison, T., Gardner, R. III, & Lovelace, T. S. (2007). Adapting peer tutoring for learners who are deaf or hard of hearing. Intervention in School and Clinic, 43(2), 82-87.
