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Mary Brownell - University of Florida. Gainesville, FL, US

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.


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 Analysis

Mary T. Brownell, et al.


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.

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Danielson’s Framework for Teaching: Convergence and Divergence With Conceptions of Effectiveness in Special Education

Journal of Learning Disabilities

Mary T. Brownell, et al.


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.

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Preservice Observation in Special Education: A Validation Study

Journal of Learning Disabilities

Mary T. Brownell, et al.


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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