Robert Algozzine

Brief NCATE Resume

Bob Algozzine (Ph. D., The Pennsylvania State University) is listed as a highly cited researcher in the ISI Web of Knowledge database [ISIHighlyCited.com] which highlights the top 250 preeminent individual researchers in each of 21 subject categories who have demonstrated great influence in their field as measured by citations to their work. Dr. Algozzine is widely known for his writing on effective assessment and teaching practices in the area of behavior disorders and critical issues in the field of special education. He has more than 400 professional publications and his recent research has appeared in the High School Journal, the Journal of Educational Research, and Review of Educational Research. Working with Martha Thurlow, he completed a nine-year term as coeditor of Exceptional Children and is currently co-editor of Career Development for Exceptional Individuals, The Journal of Special Education, and Multicultural Learning and Teaching. He has been a featured speaker at local, state, national, and international professional conferences and has conducted professional development workshops for general and special education teachers across the country. On recent and related research and evaluation projects, Dr. Algozzine has studied problem-solving, decision-making, and outcomes associated with implementing a three-tiered prevention/intervention model as well as large-scale professional development models for early childhood educators. He has over 30 years of experience teaching research and evaluation courses and has provided advice and assistance to more than 200 students in advanced degree programs.

Education: 

Ph.D. - The Pennsylvania State University-Special Education Research
M.S. - SUNY Albany - Education of Students with Emotional Disturbance
B.S. - Wagner College - Economics

Area(s) of Interest and Research: 

Effective Teaching Behavior Instruction in the Total School Positive Behavioral Interventions and Supports Data-Based Decision Making Team-Initiated Problem Solving Full Inclusion

Projects: 

The ACCEPT (Advancing Community College Efforts in Paraprofessional Training) Project’s focus is the inclusion of special education content in the coursework and experiences provided within the associate degree program in early childhood education at targeted state-supported community colleges in North Carolina.

The Schoolwide Integrated Framework for Transformation (SWIFT) Project is a national K-8 center that provides academic and behavioral support to promote the learning and academic achievement of all students, including those with the most extensive needs. 

The Team-Initiated Problem Solving for Improved Student Outcomes Project is focused on an evidence-based problem-solving model consisting of a set of practical procedures to be used by school-based Positive Behavior Interventions and Supports (PBIS) Teams to identify, address, and resolve students’ social and academic behavior problems.