Mary Brownell
Distinguished Professor/Director | University of Florida
Gainesville, FL, UNITED STATES
Mary Brownell focuses her scholarship on issues of teaching quality for students with disabilities.
Biography
Mary Brownell is a Distinguished Professor of special education in the College of Education and director of the Collaboration for Effective Educator Development, Accountability and Reform Center. She has studied issues related to teacher education, teacher assessment, professional development and teacher attrition. Her focus is on issues of teaching quality for students with disabilities.
Areas of Expertise (5)
Literacy and Teaching Quality
Professional Development of Teachers
Teacher Education Policy
Teacher Education Practice
Teaching Quality and Assessment
Articles (3)
Using Classroom Observations in the Evaluation of Special Education Teachers
Educational Evaluation and Policy AnalysisMary T. Brownell, et al.
2022-01-31
This paper examines whether one of the most popular observation systems in teacher evaluation—the Framework for Teaching (FFT)—captures the range of instructional skills teachers need to be effective. It focuses on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems.
Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education
Journal of Learning DisabilitiesMary T. Brownell, et al.
2020-07-18
Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds to the needs of students with learning disabilities, we conduct a systematic content analysis of the instructional approach emphasized in the FFT’s Instructional Domain (Domain 3) of Danielson’s FFT.
Preservice Observation in Special Education: A Validation Study
Journal of Learning DisabilitiesMary T. Brownell, et al.
2020-05-26
Advancing teacher candidates’ overall competence through valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers and research on effective instruction for students with learning and other high-incidence disabilities. A group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education.
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