Samantha Daley
Associate Professor of Counseling and Human Development; Educational Leadership; Teaching and Curriculum University of Rochester
- Rochester NY
Samantha Daley is an expert in designing inclusive learning environments at the Warner School of Education
Areas of Expertise
Media
Social
Biography
Trained in human development and psychology and in working with students identified with learning disabilities, Daley’s work focuses on the driving question of how to design inclusive learning environments in which students thrive both academically and emotionally. Projects address multiple perspectives: 1) motivational and emotional experiences of students with learning disabilities; 2) inclusive instructional design; and 3) motivation and emotion in learning more broadly. Research settings include middle and high school science, math, and reading classes, informal learning environments, and postsecondary contexts.
Using a range of research approaches, Daley’s work has been published in several outlets, including the Journal of Educational Psychology, Learning Disability Quarterly, Reading & Writing Quarterly, and Learning and Individual Differences. She serves on the editorial board of the Journal of Educational Psychology. Daley has received financial support from multiple sources, including the U.S. Department of Education, the National Science Foundation (NSF), the Spencer Foundation, and the Emily Hall Tremaine Foundation.
Education
Columbia University
MA
Teaching Students with Learning Disabilities
Harvard University
MEd
Mind, Brain and Education
Harvard University
EdD
Human Development and Psychology
Selected Articles
Shared Knowledge between Reading and Writing among Middle School Adolescent Readers
The Elementary School JournalSamantha Daley, C. Patrick Proctor, Zhushan Li, Yang Xu, Steve Graham, and Tracey Hall
2020-01-10
Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6–8 to collect indicators of orthographic and linguistic knowledge as well as reading comprehension and written expression.
Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform
Reading and Writing QuarterlySamantha Daley, Yang Xu, C. Patrick Proctor, Gabrielle Rappolt-Schlichtmann, Boris Goldowsky
2019-06-14
We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes.
Motivational Beliefs and Self-Perceptions of Undergraduates with Learning Disabilities: Using the Expectancy-Value Model to Investigate College-Going Trajectories
Learning Disabilities: A Multidisciplinary JournalSamantha Daley and Pamela Zeidan`
2020-07-30
This qualitative study examined the role and determinants of motivational beliefs and self-perceptions among six academically successful undergraduates with learning disabilities at private 4-year colleges who serve as mentors for middle-school students with similar learning challenges.
Students with Disabilities in Social and Emotional Learning Interventions: A Systematic Review
Remedial and Special EducationSamantha Daley and Michael McCarthy
2020-10-23
This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools.
Measurement of Science Museum Visitors’ Emotional Experiences at Exhibits Designed to Encourage Productive Struggle
Curator: The Museum JournalSamantha Daley, Sarah May, Katie Todd, and Gabrielle Rappolt-Schlichtmann
2021-10-28
This study measured science museum visitors’ emotional experiences at exhibits designed to encourage productive struggle (PS), an emotional experience where visitors productively persist through challenge. The study included 105 youth visitors ages 10–17 who interacted with one of three science exhibits designed to promote PS. Emotion was measured using a convergent mixed-methods design, including self-report ratings of the extent to which 13 emotions were experienced, coupled with narrative data generated through guided recall activities. Results indicated that most visitors experienced the constellation of emotions characteristic of PS, and that experiences of PS took on varied forms.
