Dr. Faggella-Luby is a Professor of Special Education and Director of the Alice Neeley Special Education Research and Service (ANSERS) Institute.
Dr. Faggella-Luby teaches courses related to preparing educators to evaluate, select, plan, and implement research-based methods and instructional materials for teaching students with and without disabilities who are at risk for failure. His scholarly interests focus on learning disabilities, literacy, reading education, special education, diverse learning needs, instructional design, secondary education, and school reform. He has written publications related to cognitive learning strategies, response-to-intervention (RtI)/scientifically research-based instruction (SRBI), self-determination, literacy, and urban school reform.
Dr. Faggella-Luby’s primary research interest focuses on embedding instruction in learning strategies into subject-area courses to improve reading comprehension for all levels of learners. He received the 2006 Outstanding Researcher Award from the Council for Learning Disabilities and the 2007 Annual Dissertation Award from CEC’s Division of Learning Disabilities for his dissertation study Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Secondary Classes for Diverse Learners.
Before joining the faculty at TCU, he was an Associate Professor at the University of Connecticut, including positions as research scientist at the Center for Behavioral Education and Research (CBER) and associate research scholar at the Center on Postsecondary Education and Disability (CPED). Dr. Faggella-Luby was a doctoral fellow at the University of Kansas Center for Research on Learning under the direction of Drs. Donald Deshler and Jean Schumaker. Dr. Faggella-Luby is a former high school administrator and teacher of both English and Chemistry.
To see a full list of Dr. Faggella-Luby’s publications, teaching, service, and other achievements, you may view his TCU Vita.
Areas of Expertise (10)
Implementation of Specific Evidence-based Pedagogies and Interventions
Identification of Critical Systemic Variables Associated with School Reform and Intervention Implementation
Secondary and Post-Secondary Education
A Systematic Review of Assessment Tools for Higher Ed and Disability
Researches Special Education and Prepares Teachers to Work with Kids who have Learning Differences
Investigation of Components of Reading Comprehension Instruction Associated with the Burgeoning Field of Adolescent Literacy
Michael Pressley Award for a Promising Scholar in the Education Field
Annual Dissertation Award, Council for Exceptional Children, Division of Learning Disabilities
Neag School of Education Early Career Scholar Award
Outstanding Researcher Award, Council of Learning Disabilities
University of Kansas: Ph.D., Special Education 2006
University of Notre Dame: M.Ed., Secondary Education 2000
College of the Holy Cross: B.A., English 1998
Media Appearances (1)
Decade after ‘P.J.’ settlement, special education debate rages in Connecticut
New Haven Register
Michael Faggella-Luby, who conducted surveys for about five years while chairman of the special education program at University of Connecticut’s Neag School of Education, said if a student goes on to post-secondary education, it has a positive impact on future earning power. Faggella-Luby cautioned that only 20 percent to 24 percent of individuals contacted actually participated in the survey. “In order to get to post-secondary school, you need to have had a rigorous curriculum,” he said. “When you place kids with non-disabled peers, they have an opportunity to learn the skills, strategies and content to make them successful in college and university classrooms.”
Joseph W Madaus, Nicholas Gelbar, Lyman L Dukes III, Adam R Lalor, Allison Lombardi, Jennifer Kowitt, Michael N Faggella-Luby
2018 Support services for students with disabilities is now a distinct field of practice in higher education, with a significant increase in the number of students receiving services, programs to serve them, and professionals who oversee the programs. The field has professional and program standards, a code of ethics, and a disability service specific professional organization. Correspondingly, an extensive corpus of professional literature has emerged. However, though the research base has great breadth, it lacks significant depth, has poor sample and setting descriptions, and lacks methodological rigor. The result is that there is insufficient evidence spelling out what practices work with which students and in which settings. Guidelines intended to steer future research could have significant impact upon scholars conducting research and, subsequently, higher education. The present article describes the current state of the research base and proposes future directions to guide research.
Allison Lombardi, Nicholas Gelbar, Lyman L Dukes III, Jennifer Kowitt, Yan Wei, Joseph Madaus, Adam R Lalor, Michael Faggella-Luby
2018 In this study, the literature in disability and higher education was examined, with a specific focus on assessment instruments. Published articles (n = 203) on development of new or refinement of existing instruments were reviewed for traits measured and psychometric rigor reported. Findings showed instruments are intended for professionals and students, and of the student instruments, broad categories are academic, nonacademic, and specific to a disability diagnosis. Not all instruments are limited to students with disabilities; many of the reviewed instruments can be utilized in higher-education settings on all students, faculty, and staff, regardless of disability. The implications of the findings undergird the urgency to prioritize disability as a facet of diversity within higher-education scholarship, and furthermore aid this prioritization by providing a catalogue of robust instruments to researchers and practitioners
Lindsay M Fallon, Lisa MH Sanetti, Sandra M Chafouleas, Michael N Faggella-Luby, Amy M Briesch
2017 To evaluate students’ responsiveness to an intervention, both student outcome and implementer treatment integrity data are needed. Teachers are often asked to self-report treatment integrity data. However, when self-report responses are compared with those from a direct observer, it is apparent that teachers commonly overestimate the extent to which an intervention was implemented as planned. As such, more research related to teacher self-report to assess treatment integrity is needed. The objective of this preliminary single-case multiple-baseline design study was to improve interrater agreement between observers’ and teachers’ self-report ratings of treatment integrity by providing teachers with comprehensive, direct training (including an intervention description, modeling, practice, and feedback). Results indicate that after this training, agreement between observers’ and teachers’ ratings of treatment integrity improved.