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Elizabeth Tuckwiller is an Associate Professor of Special Education & Disability Studies at The George Washington University and a Center Associate at the Center for Health and Health Care in Schools at the GW Milken Institute School of Public Health. She earned her Ph.D. in Special Education from the University of Virginia (2009) and holds an M.S. in Counseling Psychology. Her interdisciplinary research program investigates schools as complex systems in which individual, interpersonal, and sociopolitical factors interact to affect student and teacher wellbeing. She grounds her research in participatory and mixed methods research designs to center participants’ voices and strengths to transform systems and personal experiences of wellbeing. She is a member of AERA, CEC, APA Division 32 (Humanistic Psychology), and the Society for Neuroscience, DC Chapter. She was recently awarded a research grant from the Spencer Foundation to investigate a participatory K-12 educator wellbeing initiative.
There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.
Lauren Naples; Elizabeth Tuckwiller. Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children. International Journal of Environmental Research and Public Health 2021, 18, 6947 .
AMA StyleLauren Naples, Elizabeth Tuckwiller. Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children. International Journal of Environmental Research and Public Health. 2021; 18 (13):6947.
Chicago/Turabian StyleLauren Naples; Elizabeth Tuckwiller. 2021. "Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children." International Journal of Environmental Research and Public Health 18, no. 13: 6947.
Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.
Harriet B. Fox; Elizabeth D. Tuckwiller; Elisabeth L. Kutscher; Heather L. Walter. What Makes Teachers Well? Journal of Interdisciplinary Studies in Education 2020, 9, 233 -257.
AMA StyleHarriet B. Fox, Elizabeth D. Tuckwiller, Elisabeth L. Kutscher, Heather L. Walter. What Makes Teachers Well? Journal of Interdisciplinary Studies in Education. 2020; 9 (2):233-257.
Chicago/Turabian StyleHarriet B. Fox; Elizabeth D. Tuckwiller; Elisabeth L. Kutscher; Heather L. Walter. 2020. "What Makes Teachers Well?" Journal of Interdisciplinary Studies in Education 9, no. 2: 233-257.
This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.
Elisabeth D. Kutscher; Elizabeth D. Tuckwiller. A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities. Career Development and Transition for Exceptional Individuals 2020, 43, 101 -114.
AMA StyleElisabeth D. Kutscher, Elizabeth D. Tuckwiller. A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities. Career Development and Transition for Exceptional Individuals. 2020; 43 (2):101-114.
Chicago/Turabian StyleElisabeth D. Kutscher; Elizabeth D. Tuckwiller. 2020. "A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities." Career Development and Transition for Exceptional Individuals 43, no. 2: 101-114.
The present study investigated our hypothesis of an underlying relationship between optimism/pessimism and implicit theories of intelligence. We investigated the psychometric properties of optimism and mindset scales in our sample, compared confirmatory factor analysis models of the scales, examined the full measurement model to confirm quality measurement of the final structural phase of investigation, and finally conducted two competing structural equation models. We found that the direct pathway from optimism to growth mindset was significant, and the pathway from pessimism to fixed mindset was also significant. However, there were no significant direct effects of optimism on fixed mindset or pessimism on growth mindset. Measurement, research, and practice implications are discussed.
William R. Dardick; Elizabeth D. Tuckwiller. Optimism Shapes Mindset. Journal of Interdisciplinary Studies in Education 2019, 8, 21 -56.
AMA StyleWilliam R. Dardick, Elizabeth D. Tuckwiller. Optimism Shapes Mindset. Journal of Interdisciplinary Studies in Education. 2019; 8 (2):21-56.
Chicago/Turabian StyleWilliam R. Dardick; Elizabeth D. Tuckwiller. 2019. "Optimism Shapes Mindset." Journal of Interdisciplinary Studies in Education 8, no. 2: 21-56.
Elisabeth L. Kutscher; Elizabeth D. Tuckwiller. Persistence in higher education for students with disabilities: A mixed systematic review. Journal of Diversity in Higher Education 2019, 12, 136 -155.
AMA StyleElisabeth L. Kutscher, Elizabeth D. Tuckwiller. Persistence in higher education for students with disabilities: A mixed systematic review. Journal of Diversity in Higher Education. 2019; 12 (2):136-155.
Chicago/Turabian StyleElisabeth L. Kutscher; Elizabeth D. Tuckwiller. 2019. "Persistence in higher education for students with disabilities: A mixed systematic review." Journal of Diversity in Higher Education 12, no. 2: 136-155.
The purpose of this mixed methodology study was to empirically investigate how adolescents with learning disabilities/ differences report and experience self-determination, grit, mindset, and optimism. Using items from established scales, we gathered survey data (n=27) as well as interview data (n=23), and examined the ability of mindset, grit, and optimism to predict self-determination, as well as evidence of construct overlap in the thoughts and reflections of adolescents with learning disabilities/differences. The results of the regression indicated that a significant portion of the variance of self-determination, approximately 65%, was explained by the predictors (R2 = 0.65, F(4, 22)=10.01, p <.001). Analysis of data from interviews, during which students were asked to reflect on their experiences of mindset and optimism, suggested that adolescents with learning disabilities/differences are engaging in the self-determination process in their daily lives in ways that deeply incorporate mindset and optimism orientations. Although we did not specifically interview students about self-determination, their reported thoughts and experiences about mindset and optimism included the three components and six steps outlined by the self-determined learning theory, providing additional evidence of the overlap of mindset, grit and optimism with the self-determination construct. Results are discussed in regard to future research and intervention development. Subscribe to LDMJ
Elizabeth D. Tuckwiller; William R. Dardick; Elisabeth L. Kutscher. A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences. Learning Disabilities: A Multidisciplinary Journal 2019, 24, 19 -32.
AMA StyleElizabeth D. Tuckwiller, William R. Dardick, Elisabeth L. Kutscher. A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences. Learning Disabilities: A Multidisciplinary Journal. 2019; 24 (1):19-32.
Chicago/Turabian StyleElizabeth D. Tuckwiller; William R. Dardick; Elisabeth L. Kutscher. 2019. "A Mixed-Methods Investigation of Mindset, Grit, Optimism, and Self-Determination in Adolescents with Learning Disabilities and Differences." Learning Disabilities: A Multidisciplinary Journal 24, no. 1: 19-32.
Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and analyses of the extant literature on teaching reading, perhaps spurred by these debates, we know more now than we ever have about how to teach basic reading skills. However, there is still much work to be done in order to determine which instructional practices are the most effective ways in which to teach children to read. The need for more research focusing on best instructional practices is exacerbated by the well-documented gap between research. Literacy rates among this nation's students have consistently missed the mark over the years. The 2009 Nation's Report Card shows that 33 percent of students are reading below the basic level of achievement as measured by the National Assessment of Education Progress (NAEP). Likewise, only 33 percent of our nation's fourth graders are achieving at the proficient (25 percent) or advanced (8 percent) levels on the NAEP. Our purpose in this article is to begin to bridge the research-to-practice gap by translating recent research in beginning reading to help teachers to more easily implement effective practices in their classrooms. In particular, our focus is on effective use of vocabulary instruction. Several researchers have begun to examine the important role of vocabulary in beginning reading and to determine the best ways to teach vocabulary to children at risk for reading failure. We begin with an explanation of the role of vocabulary in beginning reading and describe recent intervention research in this area. We conclude with a detailed description of the interventions we used in our research so that teachers may create their own vocabulary lessons that best meet the needs of their students.
Paige Pullen; Elizabeth D. Tuckwiller; Kristen Ashworth; Shelly P. Lovelace; Deanna Cash. Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability. Learning Disabilities Research & Practice 2011, 26, 145 -157.
AMA StylePaige Pullen, Elizabeth D. Tuckwiller, Kristen Ashworth, Shelly P. Lovelace, Deanna Cash. Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability. Learning Disabilities Research & Practice. 2011; 26 (3):145-157.
Chicago/Turabian StylePaige Pullen; Elizabeth D. Tuckwiller; Kristen Ashworth; Shelly P. Lovelace; Deanna Cash. 2011. "Implementing Intensive Vocabulary Instruction for Students At Risk for Reading Disability." Learning Disabilities Research & Practice 26, no. 3: 145-157.
Amy Azano; Elizabeth D. Tuckwiller. GPS for the English Classroom. TEACHING Exceptional Children 2011, 43, 38 -43.
AMA StyleAmy Azano, Elizabeth D. Tuckwiller. GPS for the English Classroom. TEACHING Exceptional Children. 2011; 43 (6):38-43.
Chicago/Turabian StyleAmy Azano; Elizabeth D. Tuckwiller. 2011. "GPS for the English Classroom." TEACHING Exceptional Children 43, no. 6: 38-43.
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi‐experimental posttest‐only study that examines the feasibility and effectiveness of the model for first‐grade students. Participants were 224 first‐grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.
Paige Pullen; Elizabeth D. Tuckwiller; Timothy R. Konold; Katrina L. Maynard; Michael D. Coyne. A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability. Learning Disabilities Research & Practice 2010, 25, 110 -123.
AMA StylePaige Pullen, Elizabeth D. Tuckwiller, Timothy R. Konold, Katrina L. Maynard, Michael D. Coyne. A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability. Learning Disabilities Research & Practice. 2010; 25 (3):110-123.
Chicago/Turabian StylePaige Pullen; Elizabeth D. Tuckwiller; Timothy R. Konold; Katrina L. Maynard; Michael D. Coyne. 2010. "A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students At Risk for Reading Disability." Learning Disabilities Research & Practice 25, no. 3: 110-123.
Elizabeth D. Tuckwiller; Paige Pullen; Michael D. Coyne. The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners. Learning Disabilities Research & Practice 2010, 25, 137 -150.
AMA StyleElizabeth D. Tuckwiller, Paige Pullen, Michael D. Coyne. The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners. Learning Disabilities Research & Practice. 2010; 25 (3):137-150.
Chicago/Turabian StyleElizabeth D. Tuckwiller; Paige Pullen; Michael D. Coyne. 2010. "The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners." Learning Disabilities Research & Practice 25, no. 3: 137-150.